Scene Assignments
Memorization is encouraged but not required.
You will be graded on loud, clear voices and accurate tone of voice that matches the meaning of the words.
pp. 6-7 Mr. Lunser-Julian, Dr. Doane Emma, Philip-Sean, Student-Brian
pp. 7-8 Philip diary entry-JP
pp. 10-11 Phillip-Benja, Allison-Eden
pp. 12-13 Miss Narwin Ms. Nicole, Philip-Zevin
pp. 14-15 Miss Narwin-Nikki
pp. 16-17 Dr. Seymour-Jason
pp. 18-19 Phillip-Daniel
pp. 20-21 Dr. Doane's memo-Devin
pp. 21-24 Philip-Mateo, Coach Jamison-Marcelo
pp. 24-25 Philip-Santi, Miss Narwin-Yaritza
pp. 26-27 dad-Jack, Mom-Ashley
pp.28-30 dad-Diego, Philip- Stephannie
pp. 30-31 Narwin Amalia
p. 31 Philip Charlie
p. 32 dad-Kaliah, mom-Lucia
Thursday, June 22
Jack and Lucas taught me their lessons: throwing a football and sprinting.
Students completed the following question based on pp. 3-5 of Nothing But the Truth.
1. Complete the chart:
Philip
Miss Narwin
What is important to him/her?
Describe his/her personality.
2. What does Philip think of Miss Narwin?
3. What does Miss Narwin think of Philip?
Homework due Thursday:
On the half sheet of paper with the lyrics of The Star-Spangled Banner, please circle any words in the song that are new to you. Look up the words and write down the definition that fits with the way the word is used in the song. You can write the definitions on the back or the front of the paper.
upcoming lessons Tuesday, June 20 Diego (after school)
Wednesday, June 21 Sean, Marcelo (in class)
Thursday, June 22 Jack, Lucas and Santi (in class)
Thursday, June 15
Ashley taught Ms. Amy how to do hatching and cross hatching with colored pencils.
JP taught Ms. Amy how to put together a scuba tank.
Benja taught Ms. Amy how to shoot a penalty kick.
We finished our flash cards and/or studied for Friday's test.
Wednesday, June 14
We checked our homework answers with the answer key.
Ms. Nicole taught Ms. Amy how to create a smoky eye with eye makeup.
Nikki taught Ms. Amy how to draw a dragon.
Students created review flashcards to use to study for Friday's test over research paper terms.
If you complete the checklist, work on your presentation for tomorrow or on your lesson plan.
Homework due Friday: Finish completing all the steps on the checklist if you didn't finish in class. This needs to be done by 8pm. I am going to print them at 8pm.
Wednesday, June 7
We worked on our research paper station presentations.
No homework due Wednesday.
Research Paper Station Assignments
Station 1: Works Cited Page Katie Stephannie Zevin
Station 2: Note Taking Julian Benja Marcelo
Station 6: Signal Phrases and Parenthetical Citations Devin Amalia Nikki Brian
Station 3: Research Question and Working Thesis Statement Sean Mateo Kaliah
Station 4: Outline Lucas Ashley Eden Emma
Station 5: Supporting Paragraph Structure Lucia Jack Jason
Station 7: IntroductionStructure Yartiza Daniel Santi
Station 8: Conclusion JP Charlie Diego
On Friday, June 9 we are going to have an exhibition of our research papers. Each of you will be assigned a topic to teach to adult visitors (teachers, staff, parents).
You will use your own research paper as an example to show them.
Please review the Google document linked here:
I also shared it with you via email. https://docs.google.com/a/lapazschool.org/document/d/1chP1-dTrJwgLv6zvKwSGL50LS6r4arx-jlUPEvevrAI/edit?usp=sharing
It lists the 8 topics that we will cover.
Send me an email (7 NAME station choices) in which you identify the three topics you feel most comfortable teaching about.
Your email should read like this:
Dear. Ms. Amy,
The three topics that I feel most comfortable teaching about are
1
2
3
Thank you,
NAME.
The email is due by Tuesday.
If there is one topic that you REALLY REALLY want much more than others, you can also write that in the email. I will try to assign everyone one of their topic 3 choices.
Friday, June 2
We did a concentric circles activity to peer-edit our classmates' work.
Please review this document and make changes as necessary to your paper before submitting the final essay on Tuesday. https://docs.google.com/a/lapazschool.org/document/d/1bQMMRdsKKNn5fxmEy8k9Lw8cVRfPh7YvzErVXd2q64c/edit?usp=sharing
YOU DO NOT HAVE TO COMPLETE THIS DOCUMENT!!! Just use the prompts to guide your own revising and editing process. Email me with any questions.
Schedule for You-Teach-Me Lessons
Tuesday, June 13 Benja, Jack, Lucas, Santi (in class)
Wednesday, June 14 Nikki, Ashley (in class)
Thursday, June 15 Jean Pierre (in class)
Tuesday, June 20 Diego (after school)
Wednesday, June 21 Sean, Marcelo (in class)
Friday, June 23 Charlie, Amalia (in class)
Tuesday, June 27 Emma (in class) Jason (after school)
Wednesday, June 28 Mateo, Zevin (in class)
Friday, June 30 Daniel (in class)
Tuesday, July 4 Brian, Lucia (in class)
DATES STILL TO BE DETERMINED Katie, Yaritza, Stephannie, Julian (swimming and sailing field trip?) Kaliah, Eden, Devin (horseback riding field trip?)
Wednesday, May 31
Today we reviewed introductions by looking at Ms. Nicole's examples.
We learned the steps to writing an introduction.
Homework: Conclusion due tomorrow. Entire draft should be complete by tomorrow.
Friday, May 26
Today we made individual goals and worked on our research papers. Homework for Tuesday: Have three supporting paragraphs complete with topic sentence, 2 pieces of evidence from your notecards and reasoning/analysis. Color code your paragraphs for topic sentence, evidence and reasoning/analysis. You can choose the colors.
All work should be done on the Google doc titled 7 NAME YTM research paper.
Thursday, May 25
Today we worked on our research papers. Homework for Friday: Have at least one supporting paragraph complete with topic sentence, 2 pieces of evidence from your notecards and reasoning/analysis.
All work should be done on the Google doc titled 7 NAME YTM research paper.
Wednesday, May 24
Today we reviewed paragraph structure and learn about signal phrases. https://docs.google.com/a/lapazschool.org/document/d/1eyxtxxwSs373LCar2ZDZ6rWe669htVsx1Y4FJMjpgh0/edit?usp=sharing
Students ready to start writing paragraphs went with Sarah, Jack's mom, to get started.
Students who needed to finish outlines worked with Ms. Nicole or Ms. Amy. No homework, but you are welcome to work on your supporting paragraphs. They will be due on Tuesday.
Tuesday, May 23
Today we reviewed a checklist of steps to a research paper. https://docs.google.com/a/lapazschool.org/document/d/1d9Xi_oXfi724UTiJabJFb0yP_2OdxbxT0I_Hu-qGhV0/edit?usp=sharing
Most students should be ready to start step 9. All steps should be done on the Google doc titled 7 NAME YTM research paper.
In pairs, students read and annotated a sample essay from last year, marking and labelling the different elements of the essay.
Homework due Wednesday: None unless you haven't finished your outline. All outlines should be completed by class time tomorrow.
Friday, May 19__
Today we practiced as a whole class, then in small groups and then individually how to create an outline from an example thesis statement. Homework due Tuesday: Create a possible outline for your own essay based off of your own thesis statement.
Examples from class: The Sponge-Bob Squarepants show uses symbolism to add a deeper level of meaning to the cartoon. I. intro II. one example of symbolism from the show and how it adds a deeper level of meaning III. another example of symbolism from the show and how it adds a deeper level of meaning IV. a third example of symbolism from the show and how it adds a deeper level of meaning V. conclusion
OR I. intro II. what is symbolism and how can it add a deeper level of meaning in any work III. examples of symbolism from the show and how they add a deeper level of meaning IV. what others might say and why they are wrong V. conclusion
Bleaching, patches and needlepoint are three ways to decorate clothing creatively. I. intro II. how bleaching can be used to decorate clothing creatively III. how patchescan be used to decorate clothing creatively IV. how needlepointcan be used to decorate clothing creatively V. conclusion
Although working with bleach can be dangerous, using it to make designs on clothes is an inexpensive and artistic way to customize a wardrobe. I. intro II. how bleach is dangerous III. how it can be used to make artistic designs on clothes IV. how it can be an inexpensive way to customize a wardrobe VI. conclusion
Amelia Earheart, Charles Lindbergh and William Boeing are the three most important figures in the history of aviation.
I. intro
II. Why Amelia Earheart is an important figure in the history of aviation. III. Why Charles Lindbergh is an important figure in the history of aviation. IV. Why William Boeing is an important figure in the history of aviation. V. What someone who disagrees with you would say and why they are wrong VI. conclusion
The invention of the Baker 23b in 1996 changed the history of the aviation industry more than any other invention. I. intro II. what is the Baker 23b III. one way the Baker 23b changed the history of the aviation industry IV. another way the Baker 23b changed the history of the aviation industry V. what someone who disagrees with you would say and why they are wrong VI. conclusion
Thursday, May 18
Today we learned how a thesis statement can help us create an outline for our research paper.
Examples: Lay-ups, cross-over dribble and shot blocking are three crucial skills in basketball. I. intro II. why the lay-up is a crucial skill III. why the cross-over dribble is a crucial skill IV. why shot blocking is a crucial skill V. conclusion
The cross-over dribble is the most important skill in basketball. I. intro II. what is a cross-over dribble III. how the cross-over dribble can help a player’s game IV. specific examples of players who have helped win games by using a cross-over dribble V. what others might say and why your argument is stronger VI. conclusion
Engaging characters, humor and a variety of plot lines make Sponge-Bob Squarepants a great show. I. intro II. how the engaging characters help make the show great III. how humor helps make the show great IV. how the variety of plotlines helps make the show great V. conclusion
Wednesday, May 17
Today we worked on a reading comprehension exercise and had conferences with Ms. Amy as needed about the research papers.
Tuesday, May 16
Today we reviewed the steps to writing a research paper and talked about thesis statements for our research papers. Below are the examples we looked at in class. Homework for Wednesday: Write a working thesis statement to answer your own research question. Write it on the 7 NAME YTM research paper document where your Works Cited Page is. What skills are most important in the game of basketball?
The cross-over dribble is the most important skill in basketball.
Lay-ups, cross-over dribble and shot blocking are three crucial skills in basketball.
Although many people consider shooting to be the most important skill in basketball, playing strong defense is more important.
Why is Sponge-Bob Squarepants such a good show?
The Sponge-Bob Squarepants show uses symbolism to add a deeper level of meaning to the cartoon.
Engaging characters, humor and a variety of plot lines make Sponge-Bob Squarepants a great show.
Sponge-Bob Squarepants is able to reach audiences of all ages because of its focus on universal human themes.
What are some good and cheap ways to decorate clothing?
Using bleach to make designs on clothing can save people money.
Although working with bleach can be dangerous, using it to make designs on clothes is an inexpensive and artistic way to customize a wardrobe.
Bleaching, patches and needlepoint are three ways to decorate clothing creatively.
What were some events that changed the history of aviation?
The invention of the Baker 23b in 1996 changed the history of the aviation industry more than any other invention.
Amelia Earheart, Charles Lindbergh and William Boeing are three important figures in the history of aviation.
World War I changed the history of aviation more than any other event.
What materials are best for making creative masks?
Although papier-mâché can be used to make very realistic masks, the use of cardboard allows for more creativity.
Papier-mâché works extremely effectively for making creative masks.
Ribbons, glitter and beads are three effective materials for making creative masks.
How have performance-enhancing drugs affected statistics in Major League Baseball?
The Major League Baseball statistics from 1988 to 2005 should not count because steroid use makes them irrelevant.
Performance-enhancing drugs have completely changed Major League Baseball statistics.
Although performance-enhancing drugs affected Major League Baseball statistics in the past, they are not a factor in the sport in the modern era.
Friday, May 12
Ms. Rachel will be with you. This will be your last full day in class to work on finding sources, finishing your Works Cited Page if needed and creating your notecards. You will work, take a break to play a group game, then work some more. Due Tuesday: Your Works Cited page with at least 4 sources MUST be completed. You must also have at least 8 note cards on your supernotecard.com account.
Thursday, May 11
Profe Jose and Ms. Nicole facilitate further research and a break game.
Wednesday, May 10
We worked on our research, took at break to play the ball game under the Guanacaste tree, then worked some more.
Today you will start the class in three groups: Group A:
Please access https://www.supernotecard.com/app/index.php?profile=editor
Create an account for yourself. Then Ms. Amy will work with you. Amalia Charlie Jean Pierre Julian Kaliah Santi Emma Stephannie
Group B: Ms. Nicole will take you to work on the Works Cited Page format and finding more sources.
We corrected our own Works Cited pages using this document and what we learned from our jigsaw puzzles.
Homework due Monday: Corrected Works Cited page with at least 4 sources.
Thursday, May 4
We revisited our bravery essays and what we need to improve on in terms of essay writing. Each student will have individual goals for their research project based on his/her work on the bravery essay.
We continued to work on finding 4 sources that will help us answer our research questions.
Homework due on Friday: A Works Cited Page with at least 4 sources. Only 2 of them can be .com sources. The others must be from EBSCO or .gov, .edu or .org sites. You are also welcome to use books, newspapers or magazines.
Wednesday, May 3
We presented our raps to the 10th graders! :-)
We had time to complete the question sheet based on the Prezi from Tuesday's class.
We continued doing research for our YTM project.
Works Cited Page with at least 4 sources correctly formatted
Friday, May 4
Put it on the Google Doc you have created called 7 NAME YTM research paper
No School on Monday.
Homework due on Tuesday: Have your part of your group's rap COMPLETELY MEMORIZED. You will present to me on Tuesday to see if you are ready to present to the other class on Wednesday.
For each source that you find, you must create a Works Cited Page entry on the Google Doc that you made yesterday.
Thursday, April 27
Create a document titled 7 NAME YTM research paper. Share it with me.
Add the MLA heading and header.
Type the following steps:
1) Create a research question.
2) Search for credible sources that provide information to help you answer your question.
3) For each source, create a Works Cited Page entry at the bottom on this document. Include the link.
We made a circle under the Guanacaste tree to review the elements of a credible source.
Changes to the assignment: You are not required to have 2 sources from EBSCO, although they are encouraged. You are only allowed to have two sources that are .com websites. The other two or more must be .gov, .org, .edu or from EBSCO.
Tuesday, April 25 and Wednesday, April 26
Students worked on their credible sources rap or on their research questions.
Friday, April 21
In our first class, groups worked on their songs, poems or raps about credible sources. In our second class, students either continued this work or worked with Ms. Amy on the research project.
Thursday, April 20
Spark: How do you know whether or not the information you read online is true or not?
If you were absent, please complete this assignment independently.
Write a song, rap or poem.
It must teach all of the information from the checklist. You should not use the exact sentences but rather pull out the main ideas and share them in your own words
It must rhyme or be catchy in some other way so that the students can easily remember the information
If you were absent, the written song, rap or poem is due by 8pm on Monday.
Important Due Dates:
assignment
due date
how to submit
skill that you will teach me
Wednesday, April 19
add it to the class Google Sheet called 7 YTM chart 2017
general topic that you want to research
Wednesday, April 19
add it to the class Google Sheet called 7 YTM chart 2017
research question
Wednesday, April 26
add it to the class Google Sheet called 7 YTM chart 2017
Works Cited Page with at least 4 sources correctly formatted
Thursday, May 4
Create a Google doc titled 7 NAME YTM WCP 2017
working thesis statement
Friday, May 5
add it to the class Google Sheet called 7 YTM chart 2017
Wednesday, April 19
Today we spent 25 minutes reading independently online about our general research topics. We wrote sticky notes that included at least five of the following sentence starters:
OMG!! I am fascinated/shocked by .....
I disagree with or dislike .....
After reading this article or these articles, I would like to learn more about .... or I still wonder ....
A new word I learned today is ..... It means ....
A person I read about today is ..... He/She is ......
A question I have is .....
A connection I can make between something I read today and something else in my life/school/the world is .....
and posted them on charts. We did a gallery walk to read each other's responses and had time to ask each other questions about our topics and plans for our research papers.
You have homework only if you didn't complete the sticky note work. If you were absent, you may read online about your topic (any articles of your choice) and then send me an email with at least 5 sentences based on the above sentence starters. Title the email 7 NAME sticky notes. This is only for people who were absent.
Remember to bring your copy of Red Kayak to class!!!
Tuesday, March 14
We worked on our bravery essays. We started by transferring our thesis statements and topic sentences from our email outline to our MLA format template.
Friday, March 10
Half the class worked on their bravery essays while the other half was in math.
NO HOMEWORK.
Thursday, March 9
We analyzed paragraphs from last year's bravery essays to check for effective topic sentences, evidence and reasoning. We made lists of the elements of an effective paragraph.
No homework.
Thursday, March 2
We reviewed the outline structure, then analyzed paragraphs from last year's bravery essays to check for effective topic sentences, evidence and reasoning.
No homework.
Wednesday, March 1
We revisited our essay options and learned about to create outlines that include the thesis statement (overall idea of the essay) and topic sentences (main ideas of each paragraph). We played a matching game and reviewed the options. Homework for Thursday: Email me an outline if you didn't finish in class. Use the examples in the photo below. Call your email 7 NAME outline.
Tuesday, February 28
We implemented our understanding of dialogue rules to our own stories. This will be the last element of the Flashback Story rubric.
Wednesday, February 22
We finished our "speed dating" with music and shared our transitions, our overall ideas and our "show not tell" sections with our classmates.
We complimented each other on specific elements of our stories. See https://docs.google.com/document/d/1er2ELia3hNO5dLpiRP8dp8oXjvQTHCpMz04qmPSxu_4/edit?usp=sharing
We transitioned into our new content about how to punctuate dialogue in our stories. We looked at how dialogue is used in The Outsiders in order to try to fill in the blanks in these rules
Guidelines for Punctuating Dialogue 1.Begin a new _ each time the _ changes. 2.Enclose in quotation marks. 3.Begin a direct quotation with a _. 4.Set off a direct quotation with a _ when a phrase like he said comes before or after. 5.Punctuation at the end of a quote goes the quotation marks. 6. the name of each speaker only the_ time that person speaks in the dialogue. You do not need to repeat the speaker’s name throughout the dialogue.
We participated in "speed dating" with music and shared our transitions, our overall ideas and our "show not tell" sections with our classmates.
Please title your story document 7 NAME flashback story. First draft story is due on by Sunday night at 8pm.
Thursday, February 16
We created and shared possible transitions into and out of a flashback.
We again reviewed the tools we have and students had time to work on their stories, with the option to take a break at one of four stations.
Wednesday, February 15
We reviewed the tools that we have to help us independently work on a first draft of our stories.
Students were allowed to work on their stories, with the option to take a break at one of four stations:
1. Read!! Children's books that use the techniques we have been learning are in a reading station in the room. One of the best ways to become a good writer is to read good books regularly.
2. Watch videos about showing not telling.
3. Read an article about how to use flashbacks effectively.
4. Storyboard it! Read about storyboards, look at some examples and use the available template to create one for your story.
No homework, but you can always work on your stories!!!!
Tuesday, February 14
We learned our fourth and final way of showing not telling in narrative--using comparisons.
Students were given an envelope with many different words and had to create sentences that used comparisons to help show the reader an image.
Students received the Graphic Organizer for a Story with a Flashback to use as a tool.
Thursday, February 9
We learned a third way of showing not telling in narrative--using the senses.
We wrote a conversation together in class.
A: The woods were scary.
B: Really? Tell me more.
A: I could taste the fear.
B: Why?
A: I could hear the breathing of a lion.
B: Ooh, that IS scary.
A: I could also hear the wispy sounds of the wind.
B: Wow, what did you feel?
A: I felt shivers down my spine.
B: Could you see of was it dark?
A: I could only see a dark shadow with no body.
B: What could you smell?
A: I could smell a burning fire.
B: Well, I'm never going to those woods!
In pairs, students wrote their own:
Choose one of the following sentences. Write a dialogue in which you use the five senses to show not tell. Use the class example as a model.
The ocean got very dangerous very fast last night when I was surfing.
I went for a run and there was a lightning storm. I thought I would die.
The night at the circus was awesome!
Do this work in an email 7 NAMES senses dialogue
Homework due Tuesday Choose one of the following sentences. On your won, write a dialogue in which you use the five senses to show not tell. Use the class example as a model.
Yesterday I won the most important soccer game of my life.
I had the worst dinner of my life last night.
Do this work in an email 7 NAME senses homework
Wednesday, February 8
We finished our skit performances.
Then we took a diagnostic:
David was nervous for his date with Lucy.
Kevin was scared to show his parents his report card.
Jill was so proud of her success that she wanted to share it with everyone.
Macon wanted to go to France after graduation more than anything.
Part I: Choose one of the above sentences. Write a passage of at least 6 sentences that uses action to show rather than tell. Part II: Choose a different of the above sentences. Write a passage of at least 6 sentences of dialogue that show rather than tell.
Do the work in an email to me titled 7 NAME diagnostic show
Use action: What is the person doing? What is happening in his/her body?
telling
showing
The Saprissa fans were so happy.
The Saprissa fans high-fived each other and jumped out of the their seats cheering when Angulo made a goal in the final 30 seconds of the game.
She was nervous to open the letter.
Chewing her nails, she put the letter on the counter, and then, hands shaking so much she could not get her finger under the seal, she clumsily ripped the top of the envelope open.
Use dialogue: What a person says and how he/she says it can show the reader a lot about that person
telling
showing
Julio had a reputation for being able to get things done quickly when others couldn’t.
Chang shook his head and looked at Michelle. "We'll never get permission to test these rockets in time." Suddenly the office door slid open, and in strode Julio. A slight lifting at the corners of his mouth showed his satisfaction. He handed a paper to Chang. "Here you are, sir — complete government clearance. You can do the test launch anytime you want." Chang's eyebrows shot up his forehead, but Julio was already out the door. Change turned to Michelle, "That's our Julio for you," said Michelle. "We don't call him the miracle worker for nothing."
Tuesday, February 7
We learned a second way of showing rather than telling: using dialogue.
We divided into groups of three. Each group received a sentence and had to write a scene with a conversation between three people that showed the meaning of the sentence rather than just stating it.
Friday, February 3
In our new Friday half-class, we had time to begin our stories, finish our flashback charts or continue reading.
Homework due Tuesday: Complete the flashback chart.
Thursday, February 2
Today we began our fiction writing unit on how to show the reader rather than tell the reader what you want to say. We learned about using action to show rather than tell: Use action: What is the person doing? What is happening in his/her body?
telling
showing
The Saprissa fans were so happy.
The Saprissa fans high-fived each other and jumped out of the their seats cheering when Angulo made a goal in the final 30 seconds of the game.
She was nervous to open the letter.
Chewing her nails, she put the letter on the counter, and then, hands shaking so much she could not get her finger under the seal, she clumsily ripped the top of the envelope open.
We practiced this in a group activity and all groups were successful in getting their classmates to guess their orginal sentence!
Wednesday, February 1
Today we reviewed effective analysis of flashbacks and worked independently on analyzing the 3rd flashback in the book.
Here is the reading schedule for the rest of the book. You are welcome to read ahead. Red Kayak reading schedule
by this date
you need to have...
Tuesday 1/31
...finished Chapter 12.
Wednesday 2/1
...finished Chapter 14.
Thursday 2/2
...finished Chapter 16.
Tuesday 2/7
...finished Chapter 21.
Wednesday 2/8
...finished Chapter 23.
Thursday 2/9
...finished Chapter 24.
Tuesday 2/14
...finished the whole book.
All students should have read at least through Chapter 12 by Tuesday in class. If you were in the first group with me on Friday, the paragraph assignment is due on Monday by 3pm. In Google doc 7 NAME bravery paragraph 1, write a paragraph that shows an example of bravery in the Chapter you made the chart about yesterday (or another chapter of your choice).
topic sentence starters Something that _ did that was brave is . In Chapter , _ did and this showed bravery. Brady shows bravery when _
evidence in MLA format Brady says, "-------" (#). In Chapter 12, the book says "" (#).
Wednesday, January 25
We rotated through stations to learn new vocabulary words that will show up in our book: nutria, hassock, pallor, wan, fluke and keel.
Students wrote stories in which they added a sentence using each new word.
No homework for Thursday.
Tuesday, January 24
We finished the bravery stations from last week.
We reviewed the options for our final essay.
Thursday, January 19
We discussed different types of bravery, using quotes from Red Kayak as a guide. After reading a short excerpt from the book, students responded to these three prompts:
1) What kind of bravery is shown in this passage?
2) Describe the bravery.
3) What do you predict will happen because of the bravery that is shown?
4.) Make a personal or textual connection to the text.
Students rotated to different stations to review 6 different quotes.
A. In some ways, it started over a year ago. But I want to get the worst over first, so I’m going to start with what happened six months ago” (6).
B. Then he reached up overhead and pulled off one of the elastic strips tied along the bar above the stretcher. The paramedics tie them around your arm when they need to take blood, but Digger used it like a rubber band and took aim at J.T.
I tried not to smile. “Guys, don’t play with the equipment. Carl will get in trouble.” Boy, how many times have I said that? (14)
C. I felt excited, but a little panicked, too, as I sped down the creek, squinting into the icy spray and scanning the thick tangle of brown brush and newly budding trees along the narrow shoreline. If that red kayak was out there, I wanted to be the one to find it (23).
D. After we lost Amanda, my mother couldn’t sleep in the house and went to stay with my grandmother in Connecticut. She kept promising she would come home soon. But almost half a year went by before she did. So, for a long time, it was just Dad and me. That’s the reason I spend so much time with Carl, because Dad had to work” (24).
E. I know what being really cold is like. Middle of winter I almost drowned in a cow pond when I was little.... The memory of that accident made me shudder. Abruptly, I leaned over to cut off the engine.... I hollered at the top of my lungs. “Ben! Can you hear me?” Nothing.... Not a sound. I fired up the engine and kept going” (26).
F. I was scared to death because I didn’t know what to do! I looked back at Ben. He needed help. I had to quit messing around. What do I do? What do I do? I was asking myself. What could Carl do? And I remembered those guys at the fire station talking about ABCs. The first thing you did in an emergency was ABCs” (30).
Homework due Friday by 8pm: Read Chapters 7 and 8 and answer the questions below for those chapters.
Wednesday, January 18
Homework due Thursday: Read Chapters 5 and 6 and answer the questions below for those chapters.
Homework due Friday by 8pm: Read Chapters 7 and 8 and answer the questions below for those chapters. NEW HOMEWORK POLICY: WRITE AT LEAST 5 SENTENCES FOR EACH QUESTION.
Chapter 7
7 NAME Red Kayak Chapter 7
On p. 46, Brady says, “It was terrific how everyone at school responded. Everyone except for J.T. and Digger, that is—my best friends.” What effect do the italics have on the tone of this sentence?
On p. 46, Brady says, “It started to hurt my feelings that they never sought me out. But I wasn’t going to let on that I was miffed.” What do these statements tell the reader about Brady? Chapter 8
7 NAME Red Kayak Chapter 8
On p. 50, Brady says, “An enormous hole opened in my chest.” This is not a literal statement. What does he mean?
On p. 50, Brady says, “If we talked anymore, I can’t remember.” What does this statement tell the reader?
On pp. 52-53, Brady screams at the river. Make a connection between this and the end of Chapter 1. Why would the author make a short comment in Chapter 1 and save this long passage for Chapter 8?
Homework due Wednesday: Type and send me your verbal paragraph if you did not go with Olivier to present today.
Homework due Thursday: Read Chapters 5 and 6 and answer these questions
Chapter 5
7 NAME Red Kayak Chapter 5
On p. 35, Brady says, “I had straddled the invisible line between life and death that runs down all our lives every second—with every breath we take.” Make a personal or literary connection to this statement. In other words, connect Brady’s thoughts to something from your own life or from another text.
Chapter 6
7 NAME Red Kayak Chapter 6
On p. 37, Brady says, “It had only been a few hours since I left for school that morning, but as I entered the house, it felt as though I’d been away for a year. The smallest things seemed welcoming.” He then lists three specific things from his home. Write a list of your own, modeled off of Brady’s list, in which you identify and describe at least three things in your own home that you are so used to that you don’t usually notice them.
On p. 43, Brady talks about Andy. What is the purpose of this paragraph? In other words, why does the author include it?
Tuesday, January 17
Spark: What does it mean to be brave? What does it mean to be effective? What does it mean to be intelligent?
Oral paragraph assignment
In Chapter 4, what is something that Brady does that is intelligent or effective or brave? Find evidence from Chapter 4 to support your response. Something _ that Brady does in Chapter 4 is _. Please look at p._ . It says/He says _ This shows thathe is_ because _
Words to be presented: skiff p. 15
Thursday, January 12
Spark: Which of the three boys would you choose to be friends with? Why? Provide evidence from Chapter 2 to support your response.
4 students presented an oral paragraph following this structure: I would be friends with. Please look at p. . It says/He says,. This shows that_ and this makes me want to be friends with him because
This allows students to practice orally the structure of an effective paragraph (topic sentence-evidence-reasoning/analysis).
Devin presented her vocabulary poster about the word CHORTLE, which appeared in Chapter 2.
We watched videos about the Chesapeake Bay Watershed and the pollution of the bay.
We began Chapter 3.
Homework due Tuesday, January 17: Read Chapters 3-4 and answer the questions below in 2 separate emails. Chapter 5 can be done by Tuesday for extra credit but is due on Wednesday.
Chapter 3 7 NAME Red Kayak Chapter 3
On p. 16, Brady says, “I snorted. I’m sure Amy Goldberg thought I was making fun of her new braces because she was right in front of me then, but spun away, rolling her eyes. Geez, I thought, I am such a klutz.” What does this show the reader about Brady?
On p. 17, Brady says, “I recalled how...” as an introduction to a flashback about babysitting Ben that ends on p. 18 when Señora Mendez speaks to him. After reading the whole chapter, review this flashback. What does this flashback show the reader? In other words, why would the author include it in the story?
Chapter 4 7 NAME Red Kayak Chapter 4 On pp. 23-25, Brady flashes back to the day his sister died. What makes him have this flashback? What important points about Brady does the reader learn from this flashback?
Chapter 5 7 NAME Red Kayak Chapter 5 On p. 35, Brady says, “I had straddled the invisible line between life and death that runs down all our lives every second—with every breath we take.” Make a personal or literary connection to this statement. In other words, connect Brady’s thoughts to something from your own life or from another text.
Wednesday, January 11
Spark: What does the expression "open secret" mean to you?
We learned about oxymorons. An oxymoron is a figure of speech that combines two normally contradictory terms. Oxymoron is a Greek term derived from oxy ("sharp") and moros ("dull").
We read Chapter 2 of Red Kayak (which includes many references to oxymorons) in small groups.
Homework for Thursday, in addition to poster(s), is to send me an email with the subject line 7 NAME Red Kayak Chapter 2 in which you respond to the following prompt:
On p. 11, Digger says, “if he’s stupid enough to be out there today, he can take what’s coming. Besides, he deserves it.”
On p. 12, Brady thinks, “But if you asked me, Mr. DiAngelo was pretty nice about.”
Review the context for these two statements. What do they reveal about each boy and about the difference(s) between them?
Tuesday, January 10
Students worked on finalizing their vocabulary posters, with help from our new volunteers Amanda and Olivier.
I introduced the Challenge Reading Group to their options for texts.
Posters are now due on Thursday but must be completed for homework.
Thursday, January 5
For our spark, we discussed examples of what needs to go in the section on the posters that shows what the word is NOT.
Here are some examples:
If your word were RAT, you might want to say "A rat is NOT a mouse" and explain the difference.
Or, if your word were FLOWER, you would want to explain how it's not FLOUR.
If your word were DISEASE, you might want to explain how it's different from SICKNESS. If your word were REPRESENT, you might want to explain how it doesn't mean PRESENT AGAIN, which people might think because of the prefix RE. Consider sentences like... From the definition, you might think _is similar to _, but they are different because _.People often confuse this word with_ but they are different because _.
If you word has exact opposites, you can of course also include those.
Tuesday, January 3
Spark: What does it mean to be an expert? What can you do for others if you are an expert?
We learned our new call-and-response quote for 2nd trimester: "How we spend our days is, of course, how we spend our lives." -Annie Dillard.
We were introduced to our new book, Red Kayak.
We looked at a map of the Chesapeake Bay where the story takes place.
The electricity went out so we switched gears and wrote in our journals a personal response to the following statement, which will be a theme of our book: Too much thinking will get you into trouble.
We watched a video that showed aerial views the Chesapeake Bay, a video that showed razor clams and a video that showed someone crabbing. These will provide visuals for us as we begin the book.
We read Chapter 1 of the book.
Thursday and Friday, Nov 24-25 NO SCHOOL HURRICANE OTTO
Wednesday, Nov 23
Portfolio work
Tuesday, Nov 22
Vocab skits and quiz
Friday, Nov 18 you will be with Ms. Daniela because Ms. Amy is in San Jose.
Thursday, Nov. 17: Vocabulary skit activity
There will be a quiz over these 15 words on Tuesday, November 23. You will need to match words to definitions and apply your understanding of the words to a story. We will also have skit performances!
1
amiable
pleasant, friendly and good-natured
She always made friends easily because she was so .
2
empathetic
having the ability to understand someone else's feelings or emotions.
I didn’t think he could understand anything about my life, so I was surprised when he was so about my problem.
3
optimistic
hopeful and confident about the future.
I try to be instead of negative about the future.
4
trustworthy
able to be relied on as honest or truthful.
Because he lied to me twice, I know he is not a person.
5
conscientious
wishing to do what is right, especially to do work well
She is so with her homework and does every single assignment on time and correctly.
6
exuberant
filled with a lively energy and excitement
My cousin is always so when I saw her sitting with her head down, I knew something was really wrong.
7
persistent
continuing to do something or to try to do something even though it is difficult or other people want you to stop. : continuing beyond the usual, expected, or normal time : not stopping or going away.
Everyone told him he wouldn’t be able to do it, but he was and proved them all wrong.
8
philosophical
thoughtful in the face of a setback, or approaching a tough situation in a level-headed way without involving emotions
When she broke up with him, he just said, “If it is meant to be, she will come back.” I admired him for being so .
9
straightforward
direct and honest, getting to the point right away
If you have something to tell me, please be because I don’t like it when people say a bunch of other stuff before they get to what they really mean.
10
unassuming
quiet, not arrogant and showing no wish for attention or admiration
She is so smart and should be the one who gets all the attention but she remains very .
11
versatile
able to adapt to many different functions or activities
We went to five different events in one day and participated in them all. I was impressed by how we all were.
12
warmhearted
sympathetic and kind, easily showing affection
She is very , making everyone feel loved and accepted right away.
13
unique
being the only one of its kind; unlike anything else
I have never met anyone like him in my whole life. I love that he is so .
14
observant
quick to notice things
It is important to be so you don’t miss what is going on around you.
15
sensible
having, using, or showing good sense or correct judgment
I am happy that I am a person. It would be hard if I made bad decisions all the time.
Tuesday and Wednesday, November 15 -16: Plot Diagram Museum and introduction to new vocabulary with matching activity.
We spent our classes this week working on our 3D Plot Diagram for The Outsiders. They look great! We will have our museum on Tuesday. There is no English class on Monday. Diagrams that were not finished on Friday in class must be brought to me by Tuesday morning at the very latest. If you can bring them Monday, that is better because I can plan the museum space. Thank you!
Friday, November 4
Today we were introduced to our new project: Create a 3D Plot Diagram for The Outsiders! See this Google doc for the assignment: https://docs.google.com/a/lapazschool.org/document/d/1un3XTEfICX7-LBZ86VbQKeffx8Itkpmrrz4jr_g_Cdw/edit?usp=sharing
We participated in concentric circles to begin our planning process!
Students can work alone or in self-chosen groups of 2 or 3.
An extra .25 will be added to the grade for those projects that make significant and effective use of recycled materials.
The project is due next Friday, November 11. You will have 3 class periods next week to work on it and you need to be ready to present on Friday in class. There is no homework but you are welcome to begin planning or working on this project.
Thursday, November 3
We learned about the Six Word Story, made famous by Ernest Hemingway.
Together, we wrote six word stories that could summarize Chapter 1. In groups, we worked on six word stories to summarize the other chapters to prepare for our plot diagram project.
NO HOMEWORK
Wednesday, November 2
We continued evaluating plot diagrams in our groups. NO HOMEWORK
Tuesday, November 1 In your notebook, complete the following for each of the four plot diagrams. You do not need to copy the words that are in blue.
name(s)_
The Outsiders Plot Diagram #
Comment on the effectiveness of the plot diagram. Refer to the specific items in the list we created and use phrases like these: The plot diagram is effective because _. The plot diagram is effective when _ because _ The _ makes the plot diagram particularly effective because . The most effective part of the plot diagram is _ because _.
What improvements would you recommend for the creators of this plot diagram? Use the phraseNext time, try in order to _.
For full credit, write at least 6 statements for each plot diagram.
NO HOMEWORK.
--- Homework for Friday is to read or review Chapter 12. You do NOT have to answer questions for this chapter. However, I am including some guiding questions here to help you focus on key points in the Chapter. You will have a short quiz over Chapter 12 in class on Friday..
1. What 'circumstances' do Ponyboy's teacher refer to? What circumstances does Ponyboy think his teacher is referring to? 2. Why doesn't Ponyboy feel scared when the socs approach him and he threatens them with a broken bottle? How is this a dramatic change from the Ponyboy we have seen up until this point? 3. What does Darry mean when he says, "you don't just stop living because you lose someone"? 4. How do we know Sandy didn't love Soda as much as he loved her? 5. Explain how Darry and Ponyboy play tug of war with Soda. 6. What do we learn was so special about Johnny? 7. What does Ponyboy end up doing for his English assignment?
Homework for Thursday is to read or review Chapter 11. You do NOT have to answer questions for this chapter.
Tuesday, October 25
Today we wrote questions about Chapter 9, divided into categories of Comprehension Questions and Deeper Thinking questions. Students worked together to answer each other's questions.
We got the plot terms quizzes back and learned the policy that if you have a question about your grade, you need to either email me or see me after school, before school, at lunch or at snack.
We then watched the movie version of Chapters 5 and 6 with our rising action charts.
Homework for Wednesday is to read or review Chapter 10. You do NOT have to answer questions for this chapter. However, I am including some guiding questions here to help you focus on key points in the Chapter.
1. Dally runs out “like the devil was after him” when he finds out Johnny is dead. According to Pony, why is Dally having so much trouble handling Johnny‘s death?
2. When Dally phones, what is his message?
3. According to Ponyboy, Johnny died gallant. What does he mean? What is different about the death of Dally?
4. Why do you think Ponyboy becomes so sick? What are his symptoms?
5. The narrator writes, “And the ground rushed up to meet me very suddenly.” What really happened?
6. Why is Ponyboy worried about whether or not he asked for Darry while he was in the hospital?
Friday, October 21 Due in class on Tuesday: Questions for Chapters 5-9. Send me the work in an email (or more than one email) with the subject line 7 NAME chapter _ questions.
Here are the Chapter 9 questions:
1. On the bottom of p.113 in the pdf, when Pony asks what kind of a world it is, what comment is he making about how society judges people?
2. Why do the boys fight? Why is Pony different?
3. What is the difference between Tim Sheppard's gang and Ponyboy's? Explain how Pony feels this difference might give his group the upper hand?
4. What do you think Johnny's last words to Pony mean?
The questions for chapters 5-8 are below.
Challenge Reading Group: Write a comparison between the first chapter of The Outsiders and the first chapter of Roll of Thunder, Hear my Cry. What are the similarities and differences that you see? They can any type of comparisons. I am not looking for specific "right" answers: I just want to see what you notice. Email it to me with the subject 7 NAME Challenge Chapters 1
Thursday, October 20
quiz over plot terms.
If you finish the quiz, you may work on the Chapter 5-7 questions below OR these questions from Chapter 8
1. How does what the doctor first says, on page 101 in the pdf, foreshadow Johnny's condition?
2. "We needed Johnny as much as he needed the gang. And for the same reason" (p.103 in the pdf). What do you think Pony means, and what is the reason?
3. What does Pony mean on p. 104 in the pdf when he says, "we could get along without anyone but Johnny"?
4. If Darry didn't have Soda and Pony, why would he be a soc?
5. What does Cherry mean when she says Bob "wasn't just anyone" on p.110 of the pdf?
6. How did Johnny feel about dying?
7. What did Johnny want the boys to get for him in the hospital? Why were these things important?
8. How close to the truth was Johnny when he said he didn’t want to see his mother?
9. What was the significance of Ponyboy asking Cherry, “can you see the sunset real good from the West Side”?
10. Who comes to visit Johnny besides Ponyboy and Two-Bit?
11. What does Two-Bit give to Dally?
12. Why does Cherry say she can’t visit Johnny?
Challenge Reading Group:
If you are done with the above, please write a comparison between the first chapter of The Outsiders and the first chapter of Roll of Thunder, Hear my Cry. What are the similarities and differences that you see? They can any type of comparisons. I am not looking for specific "right" answers: I just want to see what you notice.
Wednesday, October 19
Review for quiz.
Friday, October 14
Ms. Daniela and Ms. Marianela will be with you today.
First, please copy the notes from this image onto your Plot Curve handout for "Phone Call"
Next, please read or review Chapters 5-7. Answer the following questions in a Google doc titled 7 NAME Outsiders Chapters 5-7. Copy and paste the questions into the doc, then respond underneath each one. Use MLA format with signal phrases when the questions ask you to provide evidence from the text. If the internet is bad, you may do the work in your notebook. In this case, you do not need to copy the questions.
CHAPTER 5:
1. Why does Pony have a problem with Johnny‟s idea to disguise themselves? Use at least one
piece of specific evidence from the text to support your answer.
2. What does Pony mean when he says, “I was supposed to be the deep one”?
3. Why does Johnny think Dally is a gallant hero? Use at least one piece of specific evidence from
the text to support your answer.
4. Do you think Dally is a hero based on what he did? Why or why not?
6. Why are the Socs and the Greasers going to fight in the vacant lot? Use at least one piece of
specific evidence from the text to support your answer.
7. Who is the spy for the greasers? Does this surprise you? Why or why not?
8. Why does Ponyboy prefer books and sunsets to “real life”? Use at least one specific piece of evidence from
the text to support your answer.
CHAPTER 6:
1. Why do you think Cherry chose to associate with – and later help – Johnny and Ponyboy?
2. Why do you think Johnny decided they should turn themselves in?
3. Why wouldn’t Dally go into the church for the kids, but he did go in for Johnny?
4. At the hospital, what does Ponyboy realizes about Darry?
CHAPTER 7:
1. How were the boys injured? Why could they be considered heroes?
2. What additional problems did the brothers face after Ponyboy’s return?
3. What did Randy say kids want from parents? Do you agree or would you add some other
points?
4. Why are Ponyboy and Johnny scared of the police?
5. What do you think it is about Ponyboy that made others confide in him i.e., Cherry, Johnny,
Randy?
6. Why didn’t Randy want to fight in the rumble?
7. What do the doctors say about Dally’s injuries?
8. What do the doctors say about Johnny’s injuries?
9. What one food does Ponyboy, Soda, and Darry all like for breakfast?
10. Why does Darry leave the front door unlocked?
11. What charges were being brought against Johnny?
12. What will the court decide about Ponyboy?
13. Where did Soda’s girlfriend go? Why?
14. Why does Randy say the rumble between the Socs and the Greasers won’t solve
anything?
Thursday, October 13
Today we finished looking at the rising action in "Phone Call." Groups presented and defended their choices of key events and how each one led to the climax.
Wednesday, October 12
Today we focused on how rising action leads to the climax of a story. We completed all parts of the plot curve for "Phone Call" except rising action. Students spend time alone and then in groups identifying the 6-8 key events in the story that lead to the climactic ending.
There will be a quiz over the plot outline terms on Thursday, October 20. Please be studying with your flashcards!
Homework due Tuesday: All station work is due. Whatever you haven't finished yet, please complete by class time on Tuesday.
Read The Outsiders through Chapter 4. This means you need to have read Chapters 1, 2, 3 and 4.
If you have read ahead, please review the first 4 chapters. Here are some questions to consider as you review. YOU DO NOT NEED TO WRITE ANSWERS TO THESE QUESTIONS. THEY ARE JUST TO GUIDE YOUR THINKING ABOUT THE CHAPTERS.
Chapter Three review questions
1. What does Cherry explain as the difference between the Socs and the Greasers?
2. Why don't the Socs feel anything and the Greasers feel too violently?
3. What do you see as the real conflict between these two groups?
4. What does Ponyboy mean on p.39 when he says “Johnny and I understood each other without
saying anything?” Have you ever had a relationship with someone who you understood, or who
understood you, without having to say anything? Why is that important?
5. What does Pony discover about the Socs who were in the car?
6. When and how did Pony's parents die?
7. What happens when Pony comes home after his curfew?
8. Why does Johnny like it better when his father is hitting him?
Chapter Four review questions
1. What would your advice be to Johnny and Ponyboy if they came to you for help instead of to
Dally? Explain why.
2. Go back to Chapter 2. In that chapter, how does Hinton foreshadow the Chapter 4 violence? Use
at least one direct quote from Chapter 2 to support your answer.
3. Why is Dally the person the boys go to for help? Explain your answer using at least 2 pieces of
specific evidence from the text. The evidence can come from any chapter.
4. Do you believe there was justice in Bob’s death?
The students on the list below need to submit revised a YTM paragraph by Monday because they have conferenced with me. Students not on the list will conference with me next week and have a different due date.
Nikki
Sean
Mateo
Yartiza
Emma
Julian
Diego
Ashley
Brian
Devin
Kaliah
Lucia
Marcelo
Stephannie
Station 1 (Group A starts here.)
Group conference with Ms. Amy.
Station 2 (Group B starts here.)
Make flashcards for the 17 bolded terms on the Plot Outline document. We will be spending time with this information through the unit. If you finish making the flashcards before the station time is up, you can begin memorizing the terms.
Classic Plot Structure
I. Exposition / Introduction: the opening of the story. The following five terms are usually introduced at the beginning of the story before the action starts.
A. Setting: where and when the story takes place
B. Protagonist: the main character of the story; who the story is about; this character sets the action in motion.
C. Point of View: the angle from which a story is told
D. Tone: the attitude of the speaker or narrator.
E. Mood: the emotional feeling the reader gets from the setting and character description; the atmosphere.
II. Rising Action: the series of events, conflicts or crises in the story that lead to the climax.
A. Antagonist: the character(s) or force(s) that oppose(s) the protagonist.
B. Conflict: when the protagonist or other character meets an opposing force.
Usually there is one of these main types of conflict in a story.
1. Person vs. Person (external conflict)
2. Person vs. Nature (external conflict)
3. Person vs. Circumstance, Fate, Destiny, God (external conflict)
4. Person vs. Society (external conflict)
5. Person vs. Himself or Herself (internal conflict)
III. Climax: The turning point, the most intense moment, either mentally or in action. The climax is not necessarily the most exciting part of the story. It is often the moment right before it becomes clear who will win the conflict or what the outcome will be.
IV. Falling Action: any action that follows the climax.
IV. Denouement / Resolution: denouement is French for “unknotting.” It means the wrapping up and resolving of all the loose details of the plot.
The above terms are the five classic parts of a plot. A story may not have all of the parts.
Here are some other important definitions:
climactic ending—when a story ends at the climax and does not have falling action or denouement.
in medias res (Latin for “in the middle of things”) —when a storybegins in the middle of the action and does not have an exposition.
flashback—when the author interrupts the story to tell about something that happened earlier. When a story begins in media res, flashbacks are used to give the reader the necessary background information that usually would be given in the exposition.
deus ex machina—when an implausible concept or a divine character is introduced into a storyline for the purpose of resolving a problem that seems unsolvable or hopeless. It gives a sudden, random and unbelievable solution just to end the story. The term is Latin for “god out of the machine” and has its origins in ancient Greek theatre in which a crane (machine) was used to lower actors or statues playing a god or gods (deus) onto the stage to set things right, usually near the end of the play. http://literarydevices.net/deus-ex-machina/
foreshadowing— a literary device in which a writer gives an advance hint of what is to come later in the story. It often appears at the beginning of a story or a chapter and helps the reader develop expectations about the coming events in a story http://literarydevices.net/foreshadowing/
Station 3 (Group C starts here.)
Respond to the following prompt in an email to me with the subject line 7 NAME Outsiders Ponyboy: What kind of person is Ponyboy? Make a list of at least three adjectives or phrases that you can use to describe him. For each adjective or phrase, provide at least one quote from the book. Use MLA format for the quotes:
“This is a quote from the book” (Hinton 8).
Station 4
Make a Venn diagram comparing yourself to Ponyboy. Share and discuss your Venn diagrams with your group mates. You have 18 minutes for this. Please do not rush and take the time to do thoughtful work.
Station 5 (Group D starts here.)
Answer the following questions in an email to me with the subject line 7 NAME Outsiders friend__:
1. What characteristics do you look for in a friend? In other words, what makes a good friend to you?
2. From what you have learned in Chapter 1, which of the characters would you choose to be friends with? Explain why.
3. List at least 2 quotes from the book that support your choice. Use MLA format for the quotes: “This is a quote from the book” (Hinton 8).
Station 6 (Group E starts here.)
Watch the movie from minute 2:40 to minute 11:30. Answer these questions in your notebook:
1. What stood out the most to you? Why?
2. Do you prefer reading the book or watching the movie? Why?
3. Do you think that the act of both reading and watching allows you to have a deeper understanding than just reading or watching? Explain why, using specific evidence from the movie and book.
Station 7 (Group F starts here.)
Work on your Character Chart. Completed Chart for Soda, Darry, Steve, Two-Bit, Dally and Johnny is due on Friday. Whatever you don’t finish today is homework. You will not have any more time in class to work on the chart.
Friday, September 30
Ms. Amy Jacobs will be with you today.
Please finish reading Chapter 1.
Complete the character chart for the following characters: Soda, Darry, Steve, Two-Bit, Dally and Johnny. Make sure that you follow the instructions and use the format on the examples.
If you finish before the end of class, you may read ahead.
If you do not finish reading Chapter 1, you need to finish it for homework.
Wednesday, September 28
Today we participated in our Outsiders Image Museum. Students learned about and saw images of culturally important elements of 1965 Tulsa, Oklahoma, as background knowledge for The Outsiders.
No homework.
When your group finishes the image search, double check that it is correctly formatted using the example as a model. Remember that it must fit on one page.
Friday, September 23
We revisited the Anticipation Guide for The Outsiders that we completed earlier this year. Spark: Choose one of the statements from the Anticipation guide. Write me an email (Subject line: 7 NAME theme) in which you connect the statement to another book you have read, ever in your life.
We had a discussion about what makes a book last and be read over many different time periods, many different
cultures, by people of all ages, races, etc. We revisited the statements on the anticipation guide and talked about how those
themes and ideas are relevant to all human beings. Literature can connect all humans, regardless
of time period, culture, gender, race, geography, etc.
Thursday, September 22
Content Objective: Students will be able to use their understanding of the key elements of a well-structured paragraph to write a paragraph about a person who excels at their skill.
Language Objective: Students will read example paragraph, write their own paragraphs and speak with teacher in conferences.
Paragraphs must be submitted via Google Drive by Friday before class (after lunch).
Wednesday, September 21
Spark: What does the word SIGNAL mean to you?
We learned about signal phrases and how to incorporate them into a paragraph.
Students revised their paragraphs, adding appropriate signal phrases to introduce each piece of evidence. All paragraphs--the assignment and the challenge if applicable-- are due on Friday.
Tuesday, September 20
Students used the paragraph rubric to evaluate a paragraph from last year.
They continued to work on their own paragraphs.
Those who were ready moved on to the Challenge assignment, which is to write a paragraph about the impact on the world of the person from the first paragraph.
Friday, September 16
Students began work on their own paragraphs about someone who excels in their chosen skill.
Thursday, September 15 NO SCHOOL
Wednesday, September 14
Content Objective: Students will be able to use their understanding of the key elements of a well-structured paragraph to construct a paragraph with their peers out of chopped up paragraphs. Students will be able to identify the important elements of strong evidence.
Language Objective: Students will read sentences, speak with their classmates to create full paragraphs and write annotations of these elements, concluding sentences for the paragraphs and analyses of the effectiveness of the paragraphs.
Students rejoined their groups from yesterday. They revisited their paragraphs and determined how effective the paragraph was in convincing the reader of the main point.
Each group then presented their work and ideas to the class.
We determined that to be effective, evidence must be
-specific
-relevant
-from a reliable source
-from a variety of sources
-unbiased
-based on fact
Homework: Please revisit the following homework assignment (pasted below and originally assigned on Thursday, Sept. 8). If you didn't do it, please make sure it is done by Friday. If you did it, but used Wikipedia, eHow, ask.com, or other similar sites as your sources, please redo the assignment. Otherwise, you do not have homework.
Chose which of the two research questions you would like to answer.
How has my chosen skill been used to build peace?
Who is someone who excels at this skill?
Use a Google search to find two sources that can help you answer this question. Please send me an email with the subject line 7 NAME first research question. Include which question you want to answer and the links to the two sources you found through the Google search.
Tuesday, September 13
Content Objective: Students will be able to use their understanding of the key elements of a well-structured paragraph to construct a paragraph with their peers out of chopped up paragraphs. Students will be able to identify the important elements of strong evidence.
Language Objective: Students will read sentences, speak with their classmates to create full paragraphs and write annotations of these elements, concluding sentences for the paragraphs and analyses of the effectiveness of the paragraphs.
We annotated a paragraph from last year's 7th grade for: topic sentence, evidence, reasoning and concluding/connecting sentence.
Each student then received a slip of paper with a sentence on it. They mingled with each other to find the other students who have sentences from the same paragraph. Students grouped themselves by paragraph, taped their paragraphs on a sheet of paper to create a paragraph, annotated them as we did on the example, and wrote a concluding/connecting sentence.
Friday, September 9
Content Objective: Students will be able to list the key elements of a well-structured paragraph.
Language Objective: Students will read example paragraphs, speak with their classmates to determine key elements of paragraphs and write lists of these elements.
Today we discussed and looked at examples of what a writer SAYS versus what a writer DOES.
The students analyzed example paragraphs to determine what are crucial elements of a paragraphs by making lists for each paragraph and comparing them.
Homework due Tuesday: What are 3 things that all four students did as writers in their paragraphs? In other words, what do all of the paragraphs have in common? You can find the paragraphs in the Google doc called 7 example paragraphs that I have shared with you. Send me an email with your answer. It can be in list form. The email subject should be 7 NAME 4 things. Email me with any questions.
Thursday, September 8
Content Objective: Students will gain a understanding of the basic functions of the EBSCO database. Students will be able to use EBSCO to search for articles that will help them answer their research questions.
Students accessed their new EBSCO accounts. We looked at a variety of search options and other features we will use during our research process.
We will focus on two research questions:
How has my chosen skill been used to build peace?
Who is someone who excels at this skill?
Students used the EBSCO search engine to find scholarly articles that would help them answer one or both of these questions. Their goal was to save four articles in their personal EBSCO folder.
Homework due Monday: Chose which of the two research questions you would like to answer. Use a Google search to find two sources that can help you answer this question. Please send me an email with the subject line 7 NAME first research question. Include which question you want to answer and the links to the two sources you found through the Google search.
Wednesday, September 7
The internet wasn't working well enough for us to continue with our EBSCO lesson as planned, so we switched gears. We revisited the current school theme of Peace Ambassadors. In small groups we discussed how our chosen skills can be used to bring peace--to others, to a community, to ourselves, to the world...
The students then completed a diagnostic paragraph in which they wrote about how their skill can bring peace, using all they already know about how to write a correct paragraph.
We also reviewed MLA format for our written work.
No homework for Thursday.
Tuesday, September 6
Content Objective: Students will demonstrate mastery of how to use key words in a conversation. Students will gain a understanding of the basic functions of the EBSCO database.
Language Objective: Students will speak with peers and write a dialogue. Students will read the EBSCO website.
Spark: With 1-2 peers, write a short conversation in which you correctly use the words general, specific, hypothetical, anticipate and anticipation.
We accessed EBSCO and created our own accounts. We saved our passwords in an email, either in Drafts or sent to self or parents.
The only homework is to complete the steps to create an account if you were unable to finish in class.
Friday, September 2
Content Objective: Students will be able to anticipate themes from our upcoming book and consider how they relate to our lives.
Language Objective: Students will read the anticipation guide, write responses and speak with classmates.
We completed the chart on the topic of the Google doc titled. 7 NAME The Outsiders Anticipation Guide
Students stood and shared their response and supporting evidence with the class. With one exception, all of the evidence was general or hypothetical rather than specific. So, we revisited the ideas of general and specific and the students were challenged to think of a specific example to support their position on each one of the statements from the Anticipation Guide.
Students emailed me a specific example.
We do not have class on Mondays.
Here is your homework for Tuesday:
1) Respond to the three questions on the bottom of the Anticipation Guide. If there is a word that you do not know, please look it up. Feel free to email me with questions or come see me on Monday. You should have already shared the document with me, so all you need to do is complete the work and I will be able to see it.
2) Send me an email in which you identify your idea for the You-Teach-Me project. Identify both the general topic and the specific skill you are thinking about. You will be allowed to change later if you want to.
Have a great weekend!
Thursday, September 1
Content Objective: Students will be able to understand and explain the difference between a general topic and a specific skill.
Language Objective: Students will read information online, write lists of specific skills, and speak with their group members.
We learned how we use and format Google docs in English class.
We used the Google doc titled 7 NAME general and specific skills
and the groups researched these general topics to identify specific skills required.
graffiti art
judo
bee keeping
butter sculpting
plant grafting
bicycle ballet
trapeze flying
Wednesday, August 31
Spark: In your journal, write about a skill you have. You can write about how you learned the skill, who taught you, how often you do it, why you like it, a time that you excelled at the skill, or anything else you would like to tell me about your skill.
We whipped around the room and shared a key word related to our skill. Many students challenged themselves to repeat all of their classmate's key words. Most succeeded!!! I was amazed!!!
We practiced 2 key classroom routines: the crazy dance and the balloon.
We learned about our new year-long research project called the You-Teach-Me Project. Details about this project can be found on our Google doc titled 7 You Teach Me project Here is the link: https://docs.google.com/document/d/18RDZGpw2qliTukCU7Lf33dk9m1lskjOitI_mRTodNi8/edit
We watched a video of last year's 8th grade's final products of this project.
Tuesday, August 30
Welcome to 7th grade English!!!
It was wonderful to meet together for the first time today.
Spark: Turn and talk with a classmate or two to discuss the meanings of the word small.
We discussed the concept of multiple meanings and how words with multiple meanings are
especially prevalent in the English language. We looked at the multiple meanings of the word
"small," then the students scanned the walls looking for the word somewhere in the room. They
found the quote "anything or anyone that does not bring you alive is too small for you," which comes
from the poem "Sweet Darkness" by David Whyte. We discussed which meaning of "small" was
being used. We also discussed the multiple meanings of the word "alive." The students noted that
the words we brainstormed around "alive" were very similar to the words we brainstormed
yesterday for the ways we need to feel to be our best student selves. I talked about how knowing
one's worth as a human being is an important base for being the best possible student. My goals for
the students are for them to become stronger readers, writers, thinkers, dreamers and planners, but
also--and most importantly--to know their value and worth as human beings and to understand the
importance of not allowing anyone or anything to make them doubt their value and worth. To that
end, in English class, in order to bring the group back together, we will use the David Whyte quote
as our call-and-response. When it is time to come together as a whole group, I will say "anything or
anyone that does not bring you alive" and the students will finish "is too small for you" and be ready
to listen to the next instruction. We practiced this a few times and it worked well.
We then did this activity:
1. These were the instructions at the beginning of class:
On the walls, I have posted quotes from some of the books we will read this year.
1. Spend some time walking around the room, reading the quotes.
2. Choose one quote. You can choose it for any reason (for example, you like the way it sounds, you
understand it, you don’t understand it, it reminds you of something else, you disagree with it, it expresses
something you believe, etc.).
3. Take a sticky note from one of the stacks.
4. Copy the quote onto the sticky note.
5. Put the sticky note onto the second page of a composition notebook. If you do not have a composition
notebook yet, use a piece of paper. If you do not have paper yet, take a piece from the top of the filing cabinet.
6. Write the date above the sticky note. (September 1, 2015)
7. Spend about ten minutes writing (in English!) a response to this quote.
Some ideas but not requirements are:
a. Explain why you chose it
b. Explain why you like it and/or don’t like it
c. Ask questions it brings to your mind
d. Make connections between this quote and your life, another text, the world
e. Write your own poem in which you use this quote as a line or as the title.
f. Predict what topics, themes or ideas will come up in the book the quote is from.
You are welcome to include pictures in your response but your response cannot be only pictures.
We discussed classroom routines.
-bathroom policy (Get up silently, go to the door, make eye contact with me, touch the bathroom
pass. I might nod or I might signal you to wait a minute. You can always go to the bathroom when
you need to, but getting permission to go to the bathroom should not disrupt the flow of the class for
the other students.)
-Spark! (Under the sign SPARK on the board, there will be a task for you to do each day as soon as
you come into the room.)
-Poem of the Week (We end each class by reading the poem of the week. On Monday I will read it;
a student will read it the other days of the week.)
I provided the following guidelines for submitting work
to teachers via email:
The subject line should start with their grade number, followed by their name, then the assignment title.
The email should have a greeting, information about the assignment and a closing.
They should write in complete sentences.
example:
subject: 7 Thomas literary analysis rough draft
Dear Ms. Amy,
I am attaching my literary analysis rough draft.
Sincerely,
Thomas
Work that is not submitted according to this format will not be accepted.
asnodgrass@lapazschool.org
Welcome to 7th grade English!
Access this document for the questions for Nothing But the Truth.
https://docs.google.com/a/lapazschool.org/document/d/1r5z2VasdskDwq5vYstfPEoGhNxzda9TB27gLxd9BoCw/edit?usp=sharing
Scene Assignments
Memorization is encouraged but not required.
You will be graded on loud, clear voices and accurate tone of voice that matches the meaning of the words.
Stephannie
Thursday, June 22
Jack and Lucas taught me their lessons: throwing a football and sprinting.
Students completed the following question based on pp. 3-5 of Nothing But the Truth.
1. Complete the chart:
2. What does Philip think of Miss Narwin?
3. What does Miss Narwin think of Philip?
Homework due Thursday:
On the half sheet of paper with the lyrics of The Star-Spangled Banner, please circle any words in the song that are new to you. Look up the words and write down the definition that fits with the way the word is used in the song. You can write the definitions on the back or the front of the paper.
upcoming lessons
Tuesday, June 20
Diego (after school)
Wednesday, June 21
Sean, Marcelo (in class)
Thursday, June 22
Jack, Lucas and Santi (in class)
Friday, June 23
Charlie, Amalia (in class)
Tuesday, June 20
Spark: Read the lyrics of The Star Spangled Banner. Turn and talk about words you don't know.
Review anticipation guide ideas.
pass out books: "Documentary Novel"--flip through and make list of different documents that are used. Make a prediction about the effect of this style on the experience of the reader.
Vocabulary activity:
https://docs.google.com/a/lapazschool.org/document/d/1B_wgojL3L0Abg2C9XdkUveJzmK6n-pM8zDrwR8XyEao/edit?usp=sharing
Friday, June 16
You will take the test with Ms. Nicole. If you finish early, you should follow Ms. Nicole's directions which may include working on this document:
https://docs.google.com/document/d/1ja0Sppuz-b4lqJJ5tJ6uaBQ72rC7W3P3bpFVXorS23o/edit?usp=sharing
Thursday, June 15
Ashley taught Ms. Amy how to do hatching and cross hatching with colored pencils.
JP taught Ms. Amy how to put together a scuba tank.
Benja taught Ms. Amy how to shoot a penalty kick.
We finished our flash cards and/or studied for Friday's test.
Wednesday, June 14
We checked our homework answers with the answer key.
Ms. Nicole taught Ms. Amy how to create a smoky eye with eye makeup.
Nikki taught Ms. Amy how to draw a dragon.
Students created review flashcards to use to study for Friday's test over research paper terms.
Tuesday, June 13
Today we did concentric circles to discuss and review key elements of a research paper.
We then worked on this document to review for the test:
https://docs.google.com/a/lapazschool.org/document/d/1OkYse80rfn4YfkpRwGmqUH78yArcnN1JOi-IVqJFq2M/edit?usp=sharing
Homework due Wednesday: Complete the questions on the document if you didn't finish in class.
Remember, your lesson plan grid is due at least one day before you will teach me your lesson.
https://docs.google.com/a/lapazschool.org/document/d/1i0rpA4O4PG_R7UQYiD1YlBZD2v2ju07fpoxzII9PmsE/edit?usp=sharing
Wednesday, June 14
Ms. Nicole, Nikki, Ashley (in class)
Thursday, June 15
Ashley, Jean Pierre, Benja (in class)
Tuesday, June 20
Diego (after school)
Wednesday, June 21
Jack, Lucas and Santi (in class)
Sean, Marcelo (in class)
Friday, June 23
Charlie, Amalia (in class)
Tuesday, June 27
Emma (in class)
Jason (after school)
Wednesday, June 28
Mateo, Zevin (in class)
Friday, June 30
Daniel (in class)
Tuesday, July 4
Brian, Lucia (in class)
DATES STILL TO BE DETERMINED
Katie, Yaritza, Stephannie, Julian (swimming and sailing field trip?)
Kaliah, Eden, Devin (horseback riding field trip?)
Friday, June 9
We had our exhibition!
Thursday, June 8
Final edits. Use the checklist and the example essay to edit your own paper.
You want your paper to look like this example paper:
https://docs.google.com/document/d/1acu40CRMx0MzBMLuCeLBuMlfkYaDKaXWH77liYlVzNw/edit?usp=sharing
Checklist (This link is for if you are absent--students who are present will get a printed checklist to complete)
https://docs.google.com/document/d/1lvL4fplJUXAvUCS-9n0Qa1o9m68qLJZqTQ8EA-fPHQQ/edit?usp=sharing
If you complete the checklist, work on your presentation for tomorrow or on your lesson plan.
Homework due Friday: Finish completing all the steps on the checklist if you didn't finish in class. This needs to be done by 8pm. I am going to print them at 8pm.
Wednesday, June 7
We worked on our research paper station presentations.
No homework due Wednesday.
Research Paper Station Assignments
Station 1: Works Cited Page
Katie
Stephannie
Zevin
Station 2: Note Taking
Julian
Benja
Marcelo
Station 6: Signal Phrases and Parenthetical Citations
Devin
Amalia
Nikki
Brian
Station 3: Research Question and Working Thesis Statement
Sean
Mateo
Kaliah
Station 4: Outline
Lucas
Ashley
Eden
Emma
Station 5: Supporting Paragraph Structure
Lucia
Jack
Jason
Station 7: IntroductionStructure
Yartiza
Daniel
Santi
Station 8: Conclusion
JP
Charlie
Diego
On Friday, June 9 we are going to have an exhibition of our research papers. Each of you will be assigned a topic to teach to adult visitors (teachers, staff, parents).
You will use your own research paper as an example to show them.
Please review the Google document linked here:
I also shared it with you via email.
https://docs.google.com/a/lapazschool.org/document/d/1chP1-dTrJwgLv6zvKwSGL50LS6r4arx-jlUPEvevrAI/edit?usp=sharing
It lists the 8 topics that we will cover.
Send me an email (7 NAME station choices) in which you identify the three topics you feel most comfortable teaching about.
Your email should read like this:
Dear. Ms. Amy,
The three topics that I feel most comfortable teaching about are
1
2
3
Thank you,
NAME.
The email is due by Tuesday.
If there is one topic that you REALLY REALLY want much more than others, you can also write that in the email. I will try to assign everyone one of their topic 3 choices.
Friday, June 2
We did a concentric circles activity to peer-edit our classmates' work.
Please review this document and make changes as necessary to your paper before submitting the final essay on Tuesday.
https://docs.google.com/a/lapazschool.org/document/d/1bQMMRdsKKNn5fxmEy8k9Lw8cVRfPh7YvzErVXd2q64c/edit?usp=sharing
YOU DO NOT HAVE TO COMPLETE THIS DOCUMENT!!! Just use the prompts to guide your own revising and editing process. Email me with any questions.
Schedule for You-Teach-Me Lessons
Tuesday, June 13
Benja, Jack, Lucas, Santi (in class)
Wednesday, June 14
Nikki, Ashley (in class)
Thursday, June 15
Jean Pierre (in class)
Tuesday, June 20
Diego (after school)
Wednesday, June 21
Sean, Marcelo (in class)
Friday, June 23
Charlie, Amalia (in class)
Tuesday, June 27
Emma (in class)
Jason (after school)
Wednesday, June 28
Mateo, Zevin (in class)
Friday, June 30
Daniel (in class)
Tuesday, July 4
Brian, Lucia (in class)
DATES STILL TO BE DETERMINED
Katie, Yaritza, Stephannie, Julian (swimming and sailing field trip?)
Kaliah, Eden, Devin (horseback riding field trip?)
Thursday, June 1
Those who have a complete rough draft got started on their lesson plan. See the Google doc: https://docs.google.com/a/lapazschool.org/document/d/1i0rpA4O4PG_R7UQYiD1YlBZD2v2ju07fpoxzII9PmsE/edit?usp=sharing
Those who needed to finish their essays were given time to conference with Ms. Amy and Ms. Nicole.
No homework!
Wednesday, May 31
Today we reviewed introductions by looking at Ms. Nicole's examples.
We learned the steps to writing an introduction.
Homework: Conclusion due tomorrow. Entire draft should be complete by tomorrow.
Tuesday, May 30
Today we will double check our color coded paragraphs.
We will review how to write an introduction.
Link to information about to write an introduction and a conclusion:
https://docs.google.com/a/lapazschool.org/document/d/1FFPqccW7IlPaooNndBxUx7_J7h-50dU5jBVa8I7Q3E4/edit?usp=sharing
Link to the rubric for the research paper:
https://docs.google.com/a/lapazschool.org/document/d/11P_xmCyySeTrxLoSepmh-FRTHGWdTJWOMb4Emr_Rt74/edit?usp=sharing
Homework: Introduction due Wednesday, May 31. Conclusion will be due Thursday, June 1 after class lesson on Wednesday. Final draft of entire paper will be due on Tuesday, June 6.
Friday, May 26
Today we made individual goals and worked on our research papers. Homework for Tuesday: Have three supporting paragraphs complete with topic sentence, 2 pieces of evidence from your notecards and reasoning/analysis. Color code your paragraphs for topic sentence, evidence and reasoning/analysis. You can choose the colors.
All work should be done on the Google doc titled 7 NAME YTM research paper.
Thursday, May 25
Today we worked on our research papers. Homework for Friday: Have at least one supporting paragraph complete with topic sentence, 2 pieces of evidence from your notecards and reasoning/analysis.
All work should be done on the Google doc titled 7 NAME YTM research paper.
Wednesday, May 24
Today we reviewed paragraph structure and learn about signal phrases.
https://docs.google.com/a/lapazschool.org/document/d/1eyxtxxwSs373LCar2ZDZ6rWe669htVsx1Y4FJMjpgh0/edit?usp=sharing
Students ready to start writing paragraphs went with Sarah, Jack's mom, to get started.
Students who needed to finish outlines worked with Ms. Nicole or Ms. Amy.
No homework, but you are welcome to work on your supporting paragraphs. They will be due on Tuesday.
Tuesday, May 23
Today we reviewed a checklist of steps to a research paper.
https://docs.google.com/a/lapazschool.org/document/d/1d9Xi_oXfi724UTiJabJFb0yP_2OdxbxT0I_Hu-qGhV0/edit?usp=sharing
Most students should be ready to start step 9. All steps should be done on the Google doc titled 7 NAME YTM research paper.
In pairs, students read and annotated a sample essay from last year, marking and labelling the different elements of the essay.
Homework due Wednesday: None unless you haven't finished your outline. All outlines should be completed by class time tomorrow.
Friday, May 19__
Today we practiced as a whole class, then in small groups and then individually how to create an outline from an example thesis statement. Homework due Tuesday: Create a possible outline for your own essay based off of your own thesis statement.
Examples from class:
The Sponge-Bob Squarepants show uses symbolism to add a deeper level of meaning to the cartoon.
I. intro
II. one example of symbolism from the show and how it adds a deeper level of meaning
III. another example of symbolism from the show and how it adds a deeper level of meaning
IV. a third example of symbolism from the show and how it adds a deeper level of meaning
V. conclusion
OR
I. intro
II. what is symbolism and how can it add a deeper level of meaning in any work
III. examples of symbolism from the show and how they add a deeper level of meaning
IV. what others might say and why they are wrong
V. conclusion
Bleaching, patches and needlepoint are three ways to decorate clothing creatively.
I. intro
II. how bleaching can be used to decorate clothing creatively
III. how patchescan be used to decorate clothing creatively
IV. how needlepointcan be used to decorate clothing creatively
V. conclusion
Although working with bleach can be dangerous, using it to make designs on clothes is an inexpensive and artistic way to customize a wardrobe.
I. intro
II. how bleach is dangerous
III. how it can be used to make artistic designs on clothes
IV. how it can be an inexpensive way to customize a wardrobe
VI. conclusion
Amelia Earheart, Charles Lindbergh and William Boeing are the three most important figures in the history of aviation.
- I. intro
II. Why Amelia Earheart is an important figure in the history of aviation.III. Why Charles Lindbergh is an important figure in the history of aviation.
IV. Why William Boeing is an important figure in the history of aviation.
V. What someone who disagrees with you would say and why they are wrong
VI. conclusion
The invention of the Baker 23b in 1996 changed the history of the aviation industry more than any other invention.
I. intro
II. what is the Baker 23b
III. one way the Baker 23b changed the history of the aviation industry
IV. another way the Baker 23b changed the history of the aviation industry
V. what someone who disagrees with you would say and why they are wrong
VI. conclusion
Thursday, May 18
Today we learned how a thesis statement can help us create an outline for our research paper.
Examples:
Lay-ups, cross-over dribble and shot blocking are three crucial skills in basketball.
I. intro
II. why the lay-up is a crucial skill
III. why the cross-over dribble is a crucial skill
IV. why shot blocking is a crucial skill
V. conclusion
The cross-over dribble is the most important skill in basketball.
I. intro
II. what is a cross-over dribble
III. how the cross-over dribble can help a player’s game
IV. specific examples of players who have helped win games by using a cross-over dribble
V. what others might say and why your argument is stronger
VI. conclusion
Engaging characters, humor and a variety of plot lines make Sponge-Bob Squarepants a great show.
I. intro
II. how the engaging characters help make the show great
III. how humor helps make the show great
IV. how the variety of plotlines helps make the show great
V. conclusion
Wednesday, May 17
Today we worked on a reading comprehension exercise and had conferences with Ms. Amy as needed about the research papers.
Tuesday, May 16
Today we reviewed the steps to writing a research paper and talked about thesis statements for our research papers. Below are the examples we looked at in class. Homework for Wednesday: Write a working thesis statement to answer your own research question. Write it on the 7 NAME YTM research paper document where your Works Cited Page is.
What skills are most important in the game of basketball?
Why is Sponge-Bob Squarepants such a good show?
What are some good and cheap ways to decorate clothing?
What were some events that changed the history of aviation?
What materials are best for making creative masks?
How have performance-enhancing drugs affected statistics in Major League Baseball?
Friday, May 12
Ms. Rachel will be with you. This will be your last full day in class to work on finding sources, finishing your Works Cited Page if needed and creating your notecards. You will work, take a break to play a group game, then work some more.
Due Tuesday: Your Works Cited page with at least 4 sources MUST be completed. You must also have at least 8 note cards on your supernotecard.com account.
Thursday, May 11
Profe Jose and Ms. Nicole facilitate further research and a break game.
Wednesday, May 10
We worked on our research, took at break to play the ball game under the Guanacaste tree, then worked some more.
Tuesday, May 9
Homework: If you did not finish the daily reflection on this chart, complete it for homework. Make sure you have shared the document with me.
https://docs.google.com/a/lapazschool.org/document/d/1gOBMCsLm2wHfvMi_XWkuVj07SiiAZC8Xd4GvzEUY18k/edit?usp=sharing
Today you will start the class in three groups:
Group A:
Please access https://www.supernotecard.com/app/index.php?profile=editor
Create an account for yourself. Then Ms. Amy will work with you.
Amalia
Charlie
Jean Pierre
Julian
Kaliah
Santi
Emma
Stephannie
Group B: Ms. Nicole will take you to work on the Works Cited Page format and finding more sources.
Diego
Jack
Ashley
Eden
Lucas
Nikki
Jason
Another good resource for how to cite sources: http://dept.sfcollege.edu/library/library_guides/subject/mla/8ed/examples.html
The order that you need to include the information:
What the Works Cited Page should look like:
Group C: Check in with Ms. Amy about your progress.
Benja
Daniel
Devin
Katie
Lucia
Marcelo
Mateo
Yaritza
Zevin
Sean
Brian
Friday, May 5
We did Works Cited Page jigsaw puzzles!
Here is the example Works Cited page document
We corrected our own Works Cited pages using this document and what we learned from our jigsaw puzzles.
Homework due Monday: Corrected Works Cited page with at least 4 sources.
Thursday, May 4
We revisited our bravery essays and what we need to improve on in terms of essay writing. Each student will have individual goals for their research project based on his/her work on the bravery essay.
We continued to work on finding 4 sources that will help us answer our research questions.
Homework due on Friday: A Works Cited Page with at least 4 sources. Only 2 of them can be .com sources. The others must be from EBSCO or .gov, .edu or .org sites. You are also welcome to use books, newspapers or magazines.
Resources:
the Prezi and the video linked below on the May 2 wiki entry
https://style.mla.org/works-cited-a-quick-guide-book/
http://library.sccsc.edu/citations/MLA8-WorksCitedGuide.pdf
http://irsc.libguides.com/c.php?g=483085&p=3303422
Wednesday, May 3
We presented our raps to the 10th graders! :-)
We had time to complete the question sheet based on the Prezi from Tuesday's class.
We continued doing research for our YTM project.
Tuesday, May 2
Final run-through of raps.
Changes in MLA. Open this doc for the link to the Prezi we watched in class.
https://docs.google.com/a/lapazschool.org/document/d/1HRoz6xCz-Xqby_4OAVTtXKOkfEY2XCOa06_voPyx33I/edit?usp=sharing
For homework, complete the question sheet based on the Prezi that I passed out in class and watch this review video:
Homework due Thursday:
No School on Monday.
Homework due on Tuesday: Have your part of your group's rap COMPLETELY MEMORIZED. You will present to me on Tuesday to see if you are ready to present to the other class on Wednesday.
Friday, April 28
Today we discussed how and why to include a Works Cited Page. Please use the resources at
https://style.mla.org/works-cited-a-quick-guide-book/
For each source that you find, you must create a Works Cited Page entry on the Google Doc that you made yesterday.
Thursday, April 27
Create a document titled 7 NAME YTM research paper. Share it with me.
Add the MLA heading and header.
Type the following steps:
1) Create a research question.
2) Search for credible sources that provide information to help you answer your question.
3) For each source, create a Works Cited Page entry at the bottom on this document. Include the link.
We made a circle under the Guanacaste tree to review the elements of a credible source.
Changes to the assignment: You are not required to have 2 sources from EBSCO, although they are encouraged. You are only allowed to have two sources that are .com websites. The other two or more must be .gov, .org, .edu or from EBSCO.
Tuesday, April 25 and Wednesday, April 26
Students worked on their credible sources rap or on their research questions.
Friday, April 21
In our first class, groups worked on their songs, poems or raps about credible sources. In our second class, students either continued this work or worked with Ms. Amy on the research project.
Thursday, April 20
Spark: How do you know whether or not the information you read online is true or not?
We reviewed important elements of online information in terms of determining the credibility of sources.
https://www-tc.pbs.org/now/classroom/acrobat/lesson07.pdf
Students worked in groups to create a song, rap or poem that teaches the information on this checklist to the 5th graders or the 10th graders.
If you were absent, please complete this assignment independently.
Write a song, rap or poem.
It must teach all of the information from the checklist. You should not use the exact sentences but rather pull out the main ideas and share them in your own words
It must rhyme or be catchy in some other way so that the students can easily remember the information
If you were absent, the written song, rap or poem is due by 8pm on Monday.
Important Due Dates:
Wednesday, April 19
Today we spent 25 minutes reading independently online about our general research topics. We wrote sticky notes that included at least five of the following sentence starters:
- OMG!! I am fascinated/shocked by .....
- I disagree with or dislike .....
- After reading this article or these articles, I would like to learn more about .... or I still wonder ....
- A new word I learned today is ..... It means ....
- A person I read about today is ..... He/She is ......
- A question I have is .....
- A connection I can make between something I read today and something else in my life/school/the world is .....
and posted them on charts. We did a gallery walk to read each other's responses and had time to ask each other questions about our topics and plans for our research papers.You have homework only if you didn't complete the sticky note work. If you were absent, you may read online about your topic (any articles of your choice) and then send me an email with at least 5 sentences based on the above sentence starters. Title the email 7 NAME sticky notes. This is only for people who were absent.
Tuesday, April 18
1. return story rubrics
2. reflect on bravery essays
3. You-Teach-Me!!!!!
Please open this Google doc about your You-Teach-Me research project:
https://docs.google.com/a/lapazschool.org/document/d/1ZeUubsZ0UCHy4NcOVBLnlmVvOPJf6Xis73TAkDaTsFE/edit?usp=sharing
Remember that you have to be connected to your LaPazSchool.org account to be able to access our class files from now one.
4. specific-general activity
5. research question activity
6. chart
Please open this Google doc on which you will add your own information https://docs.google.com/a/lapazschool.org/spreadsheets/d/1JcEdFFh9RZSxMiyOnjWWqZOFsPYxGIgKyRW5B1Jdn0Q/edit?usp=sharing
HOMEWORK DUE WEDNESDAY: FILL IN THE FIRST TWO COLUMNS NEXT TO YOUR NAME ON THIS DOCUMENT
Remember to bring your copy of Red Kayak to class!!!
Tuesday, March 14
We worked on our bravery essays. We started by transferring our thesis statements and topic sentences from our email outline to our MLA format template.
bravery essay assignment sheet
https://docs.google.com/document/d/1_xUUyfgFD2s0ct27DpMmZeRJRrizkSf2MxlVUNQ5AsY/edit?usp=sharingm
MLA format for bravery essay
https://docs.google.com/document/d/10lDl8TPTGepKELZF-aRkmnEm2QwOSGAL15xknh5ODc0/edit?usp=sharing
bravery essay rubric
https://docs.google.com/document/d/1DlswNwJdWEk4HEmlc1gyP3W18Qj6vSzWisXVes-gjbs/edit?usp=sharing
Friday, March 10
Half the class worked on their bravery essays while the other half was in math.
NO HOMEWORK.
Thursday, March 9
We analyzed paragraphs from last year's bravery essays to check for effective topic sentences, evidence and reasoning. We made lists of the elements of an effective paragraph.
No homework.
Thursday, March 2
We reviewed the outline structure, then analyzed paragraphs from last year's bravery essays to check for effective topic sentences, evidence and reasoning.
No homework.
Wednesday, March 1
We revisited our essay options and learned about to create outlines that include the thesis statement (overall idea of the essay) and topic sentences (main ideas of each paragraph). We played a matching game and reviewed the options. Homework for Thursday: Email me an outline if you didn't finish in class. Use the examples in the photo below. Call your email 7 NAME outline.
Tuesday, February 28
We implemented our understanding of dialogue rules to our own stories. This will be the last element of the Flashback Story rubric.
Homework for Wednesday:
Finish punctuating the dialogue in your story if you didn't finish in class.
Email me 7 NAME bravery essay option, letting me know which option you want from the 4 choices on the Google doc.
bravery essay assignment sheet
https://docs.google.com/document/d/1_xUUyfgFD2s0ct27DpMmZeRJRrizkSf2MxlVUNQ5AsY/edit?usp=sharingm
MLA format for bravery essay
https://docs.google.com/document/d/10lDl8TPTGepKELZF-aRkmnEm2QwOSGAL15xknh5ODc0/edit?usp=sharing
bravery essay rubric
https://docs.google.com/document/d/1DlswNwJdWEk4HEmlc1gyP3W18Qj6vSzWisXVes-gjbs/edit?usp=sharing
Thursday, February 23
We reviewed the rules for punctuating dialogue and practiced them with this activity:
https://docs.google.com/document/d/1Q_CLIrf1VmEMCPXNeW9u8cuo_mO-0SUuJ_d_S2HG14k/edit?usp=sharing
The internet wasn't working so I printed the work for the students. Homework for Friday is to finish if not completed in class.
optional extensions and extra resources about punctuating dialogue
https://litreactor.com/columns/talk-it-out-how-to-punctuate-dialogue-in-your-prose
http://www.glencoe.com/sec/writerschoice/rws/mslessons/grade6/lesson30/exercises.shtml
https://www.ixl.com/ela/grade-5/punctuating-dialogue
Wednesday, February 22
We finished our "speed dating" with music and shared our transitions, our overall ideas and our "show not tell" sections with our classmates.
We complimented each other on specific elements of our stories. See
https://docs.google.com/document/d/1er2ELia3hNO5dLpiRP8dp8oXjvQTHCpMz04qmPSxu_4/edit?usp=sharing
We transitioned into our new content about how to punctuate dialogue in our stories. We looked at how dialogue is used in The Outsiders in order to try to fill in the blanks in these rules
Guidelines for Punctuating Dialogue
1.Begin a new _ each time the _ changes.
2.Enclose in quotation marks.
3.Begin a direct quotation with a _.
4.Set off a direct quotation with a _ when a phrase like he said comes before or after.
5.Punctuation at the end of a quote goes the quotation marks.
6. the name of each speaker only the _ time that person speaks in the dialogue. You do not need to repeat the speaker’s name throughout the dialogue.
Tuesday, February 21__
Today we annotated our own stories to make sure that we had all the required elements.
See
https://docs.google.com/document/d/12O1Db3raEp7q_z4NN684sfdWlXDTUC2R89DZaq7xTeE/edit?usp=sharing
We participated in "speed dating" with music and shared our transitions, our overall ideas and our "show not tell" sections with our classmates.
Please title your story document 7 NAME flashback story.
First draft story is due on by Sunday night at 8pm.
Thursday, February 16
We created and shared possible transitions into and out of a flashback.
We again reviewed the tools we have and students had time to work on their stories, with the option to take a break at one of four stations.
Wednesday, February 15
We reviewed the tools that we have to help us independently work on a first draft of our stories.
Students were allowed to work on their stories, with the option to take a break at one of four stations:
1. Read!! Children's books that use the techniques we have been learning are in a reading station in the room. One of the best ways to become a good writer is to read good books regularly.
2. Watch videos about showing not telling.
3. Read an article about how to use flashbacks effectively.
4. Storyboard it! Read about storyboards, look at some examples and use the available template to create one for your story.
No homework, but you can always work on your stories!!!!
Tuesday, February 14
We learned our fourth and final way of showing not telling in narrative--using comparisons.
Students were given an envelope with many different words and had to create sentences that used comparisons to help show the reader an image.
Students received the Graphic Organizer for a Story with a Flashback to use as a tool.
Thursday, February 9
We learned a third way of showing not telling in narrative--using the senses.
We wrote a conversation together in class.
A: The woods were scary.
B: Really? Tell me more.
A: I could taste the fear.
B: Why?
A: I could hear the breathing of a lion.
B: Ooh, that IS scary.
A: I could also hear the wispy sounds of the wind.
B: Wow, what did you feel?
A: I felt shivers down my spine.
B: Could you see of was it dark?
A: I could only see a dark shadow with no body.
B: What could you smell?
A: I could smell a burning fire.
B: Well, I'm never going to those woods!
In pairs, students wrote their own:
Choose one of the following sentences. Write a dialogue in which you use the five senses to show not tell. Use the class example as a model.
- The ocean got very dangerous very fast last night when I was surfing.
- I went for a run and there was a lightning storm. I thought I would die.
- The night at the circus was awesome!
Do this work in an email 7 NAMES senses dialogueHomework due Tuesday
Choose one of the following sentences. On your won, write a dialogue in which you use the five senses to show not tell. Use the class example as a model.
Do this work in an email 7 NAME senses homework
Wednesday, February 8
We finished our skit performances.
Then we took a diagnostic:
Part I: Choose one of the above sentences. Write a passage of at least 6 sentences that uses action to show rather than tell.
Part II: Choose a different of the above sentences. Write a passage of at least 6 sentences of dialogue that show rather than tell.
Do the work in an email to me titled 7 NAME diagnostic show
Suddenly the office door slid open, and in strode Julio. A slight lifting at the corners of his mouth showed his satisfaction. He handed a paper to Chang. "Here you are, sir — complete government clearance. You can do the test launch anytime you want."
Chang's eyebrows shot up his forehead, but Julio was already out the door. Change turned to Michelle, "That's our Julio for you," said Michelle. "We don't call him the miracle worker for nothing."
Tuesday, February 7
We learned a second way of showing rather than telling: using dialogue.
We divided into groups of three. Each group received a sentence and had to write a scene with a conversation between three people that showed the meaning of the sentence rather than just stating it.
Friday, February 3
In our new Friday half-class, we had time to begin our stories, finish our flashback charts or continue reading.
Homework due Tuesday: Complete the flashback chart.
Thursday, February 2
Today we began our fiction writing unit on how to show the reader rather than tell the reader what you want to say. We learned about using action to show rather than tell:
Use action: What is the person doing? What is happening in his/her body?
We practiced this in a group activity and all groups were successful in getting their classmates to guess their orginal sentence!
Wednesday, February 1
Today we reviewed effective analysis of flashbacks and worked independently on analyzing the 3rd flashback in the book.
Tuesday, January 31
Today we learned about our new creative writing project.
See Google doc
https://docs.google.com/document/d/1gyvnUttcf6GqbL6umJU34Ta6df8bIMpiHyIi1UIAVY8/edit?usp=sharing
We began looking at the flashbacks in Red Kayak and completed a chart about how an author can incorporate the flashback and what its purpose can be.
Here is the reading schedule for the rest of the book. You are welcome to read ahead.
Red Kayak reading schedule
2/1
2/2
2/8
2/9
All students should have read at least through Chapter 12 by Tuesday in class.
If you were in the first group with me on Friday, the paragraph assignment is due on Monday by 3pm.
In Google doc 7 NAME bravery paragraph 1, write a paragraph that shows an example of bravery in the Chapter you made the chart about yesterday (or another chapter of your choice).
topic sentence starters
Something that _ did that was brave is .
In Chapter , _ did and this showed bravery.
Brady shows bravery when _
evidence
in MLA format
Brady says, "-------" (#).
In Chapter 12, the book says "" (#).
Wednesday, January 25
We rotated through stations to learn new vocabulary words that will show up in our book: nutria, hassock, pallor, wan, fluke and keel.
Students wrote stories in which they added a sentence using each new word.
No homework for Thursday.
Tuesday, January 24
We finished the bravery stations from last week.
We reviewed the options for our final essay.
Thursday, January 19
We discussed different types of bravery, using quotes from Red Kayak as a guide. After reading a short excerpt from the book, students responded to these three prompts:
1) What kind of bravery is shown in this passage?
2) Describe the bravery.
3) What do you predict will happen because of the bravery that is shown?
4.) Make a personal or textual connection to the text.
Students rotated to different stations to review 6 different quotes.
A. In some ways, it started over a year ago. But I want to get the worst over first, so I’m going to start with what happened six months ago” (6).
B. Then he reached up overhead and pulled off one of the elastic strips tied along the bar above the stretcher. The paramedics tie them around your arm when they need to take blood, but Digger used it like a rubber band and took aim at J.T.
I tried not to smile. “Guys, don’t play with the equipment. Carl will get in trouble.” Boy, how many times have I said that? (14)
C. I felt excited, but a little panicked, too, as I sped down the creek, squinting into the icy spray and scanning the thick tangle of brown brush and newly budding trees along the narrow shoreline. If that red kayak was out there, I wanted to be the one to find it (23).
D. After we lost Amanda, my mother couldn’t sleep in the house and went to stay with my grandmother in Connecticut. She kept promising she would come home soon. But almost half a year went by before she did. So, for a long time, it was just Dad and me. That’s the reason I spend so much time with Carl, because Dad had to work” (24).
E. I know what being really cold is like. Middle of winter I almost drowned in a cow pond when I was little.... The memory of that accident made me shudder. Abruptly, I leaned over to cut off the engine.... I hollered at the top of my lungs. “Ben! Can you hear me?” Nothing.... Not a sound. I fired up the engine and kept going” (26).
F. I was scared to death because I didn’t know what to do! I looked back at Ben. He needed help. I had to quit messing around. What do I do? What do I do? I was asking myself. What could Carl do? And I remembered those guys at the fire station talking about ABCs. The first thing you did in an emergency was ABCs” (30).
Homework due Friday by 8pm: Read Chapters 7 and 8 and answer the questions below for those chapters.
Wednesday, January 18
Homework due Thursday: Read Chapters 5 and 6 and answer the questions below for those chapters.
Homework due Friday by 8pm: Read Chapters 7 and 8 and answer the questions below for those chapters. NEW HOMEWORK POLICY: WRITE AT LEAST 5 SENTENCES FOR EACH QUESTION.
Chapter 7
7 NAME Red Kayak Chapter 7
On p. 46, Brady says, “It was terrific how everyone at school responded. Everyone except for J.T. and Digger, that is—my best friends.” What effect do the italics have on the tone of this sentence?
On p. 46, Brady says, “It started to hurt my feelings that they never sought me out. But I wasn’t going to let on that I was miffed.” What do these statements tell the reader about Brady?
Chapter 8
7 NAME Red Kayak Chapter 8
On p. 50, Brady says, “An enormous hole opened in my chest.” This is not a literal statement. What does he mean?
On p. 50, Brady says, “If we talked anymore, I can’t remember.” What does this statement tell the reader?
On pp. 52-53, Brady screams at the river. Make a connection between this and the end of Chapter 1. Why would the author make a short comment in Chapter 1 and save this long passage for Chapter 8?
Homework due Wednesday: Type and send me your verbal paragraph if you did not go with Olivier to present today.
Homework due Thursday: Read Chapters 5 and 6 and answer these questions
Chapter 5
7 NAME Red Kayak Chapter 5
On p. 35, Brady says, “I had straddled the invisible line between life and death that runs down all our lives every second—with every breath we take.” Make a personal or literary connection to this statement. In other words, connect Brady’s thoughts to something from your own life or from another text.
Chapter 6
7 NAME Red Kayak Chapter 6
On p. 37, Brady says, “It had only been a few hours since I left for school that morning, but as I entered the house, it felt as though I’d been away for a year. The smallest things seemed welcoming.” He then lists three specific things from his home. Write a list of your own, modeled off of Brady’s list, in which you identify and describe at least three things in your own home that you are so used to that you don’t usually notice them.
On p. 43, Brady talks about Andy. What is the purpose of this paragraph? In other words, why does the author include it?
Tuesday, January 17
Spark: What does it mean to be brave? What does it mean to be effective? What does it mean to be intelligent?
Oral paragraph assignment
In Chapter 4, what is something that Brady does that is intelligent or effective or brave? Find evidence from Chapter 4 to support your response.
Something _ that Brady does in Chapter 4 is _.
Please look at p._ . It says/He says _
This shows that he is _ because _
Words to be presented: skiff p. 15
Thursday, January 12
Spark: Which of the three boys would you choose to be friends with? Why? Provide evidence from Chapter 2 to support your response.
4 students presented an oral paragraph following this structure:
I would be friends with.
Please look at p. . It says/He says, .
This shows that _ and this makes me want to be friends with him because
This allows students to practice orally the structure of an effective paragraph (topic sentence-evidence-reasoning/analysis).
Devin presented her vocabulary poster about the word CHORTLE, which appeared in Chapter 2.
We watched videos about the Chesapeake Bay Watershed and the pollution of the bay.
We began Chapter 3.
Homework due Tuesday, January 17: Read Chapters 3-4 and answer the questions below in 2 separate emails. Chapter 5 can be done by Tuesday for extra credit but is due on Wednesday.
Chapter 3
7 NAME Red Kayak Chapter 3
On p. 16, Brady says, “I snorted. I’m sure Amy Goldberg thought I was making fun of her new braces because she was right in front of me then, but spun away, rolling her eyes. Geez, I thought, I am such a klutz.” What does this show the reader about Brady?
On p. 17, Brady says, “I recalled how...” as an introduction to a flashback about babysitting Ben that ends on p. 18 when Señora Mendez speaks to him. After reading the whole chapter, review this flashback. What does this flashback show the reader? In other words, why would the author include it in the story?
Chapter 4
7 NAME Red Kayak Chapter 4
On pp. 23-25, Brady flashes back to the day his sister died. What makes him have this flashback? What important points about Brady does the reader learn from this flashback?
Chapter 5
7 NAME Red Kayak Chapter 5
On p. 35, Brady says, “I had straddled the invisible line between life and death that runs down all our lives every second—with every breath we take.” Make a personal or literary connection to this statement. In other words, connect Brady’s thoughts to something from your own life or from another text.
Wednesday, January 11
Spark: What does the expression "open secret" mean to you?
We learned about oxymorons.
An oxymoron is a figure of speech that combines two normally contradictory terms.
Oxymoron is a Greek term derived from oxy ("sharp") and moros ("dull").
We read Chapter 2 of Red Kayak (which includes many references to oxymorons) in small groups.
Homework for Thursday, in addition to poster(s), is to send me an email with the subject line 7 NAME Red Kayak Chapter 2 in which you respond to the following prompt:
On p. 11, Digger says, “if he’s stupid enough to be out there today, he can take what’s coming. Besides, he deserves it.”
On p. 12, Brady thinks, “But if you asked me, Mr. DiAngelo was pretty nice about.”
Review the context for these two statements. What do they reveal about each boy and about the difference(s) between them?
Tuesday, January 10
Students worked on finalizing their vocabulary posters, with help from our new volunteers Amanda and Olivier.
I introduced the Challenge Reading Group to their options for texts.
Posters are now due on Thursday but must be completed for homework.
Thursday, January 5
For our spark, we discussed examples of what needs to go in the section on the posters that shows what the word is NOT.
Here are some examples:
If your word were RAT, you might want to say "A rat is NOT a mouse" and explain the difference.
Or, if your word were FLOWER, you would want to explain how it's not FLOUR.
If your word were DISEASE, you might want to explain how it's different from SICKNESS.
If your word were REPRESENT, you might want to explain how it doesn't mean PRESENT AGAIN, which people might think because of the prefix RE.
Consider sentences like...
From the definition, you might think _is similar to _, but they are different because _.People often confuse this word with_ but they are different because _.
If you word has exact opposites, you can of course also include those.
Wednesday, January 4
We started our vocabulary expert project.
https://docs.google.com/a/lapazschool.org/document/d/1-PXIAxMHE1cJPpUzidbOHncamzlw4RuJ9hW_BXXY3fc/edit?usp=sharing
Students should have their own copies of this document on which they are doing their rough drafts of the posters.
Tuesday, January 3
Spark: What does it mean to be an expert? What can you do for others if you are an expert?
We learned our new call-and-response quote for 2nd trimester: "How we spend our days is, of course, how we spend our lives." -Annie Dillard.
We were introduced to our new book, Red Kayak.
We looked at a map of the Chesapeake Bay where the story takes place.
The electricity went out so we switched gears and wrote in our journals a personal response to the following statement, which will be a theme of our book: Too much thinking will get you into trouble.
We watched a video that showed aerial views the Chesapeake Bay, a video that showed razor clams and a video that showed someone crabbing. These will provide visuals for us as we begin the book.
We read Chapter 1 of the book.
Thursday and Friday, Nov 24-25 NO SCHOOL HURRICANE OTTO
Wednesday, Nov 23
Portfolio work
Tuesday, Nov 22
Vocab skits and quiz
Friday, Nov 18 you will be with Ms. Daniela because Ms. Amy is in San Jose.
Thursday, Nov. 17: Vocabulary skit activity
There will be a quiz over these 15 words on Tuesday, November 23. You will need to match words to definitions and apply your understanding of the words to a story.
We will also have skit performances!
Tuesday and Wednesday, November 15 -16: Plot Diagram Museum and introduction to new vocabulary with matching activity.
We spent our classes this week working on our 3D Plot Diagram for The Outsiders. They look great! We will have our museum on Tuesday. There is no English class on Monday. Diagrams that were not finished on Friday in class must be brought to me by Tuesday morning at the very latest. If you can bring them Monday, that is better because I can plan the museum space. Thank you!
Friday, November 4
Today we were introduced to our new project: Create a 3D Plot Diagram for The Outsiders! See this Google doc for the assignment:
https://docs.google.com/a/lapazschool.org/document/d/1un3XTEfICX7-LBZ86VbQKeffx8Itkpmrrz4jr_g_Cdw/edit?usp=sharing
We participated in concentric circles to begin our planning process!
Students can work alone or in self-chosen groups of 2 or 3.
An extra .25 will be added to the grade for those projects that make significant and effective use of recycled materials.
The project is due next Friday, November 11. You will have 3 class periods next week to work on it and you need to be ready to present on Friday in class.
There is no homework but you are welcome to begin planning or working on this project.
Thursday, November 3
We learned about the Six Word Story, made famous by Ernest Hemingway.
Together, we wrote six word stories that could summarize Chapter 1. In groups, we worked on six word stories to summarize the other chapters to prepare for our plot diagram project.
NO HOMEWORK
Wednesday, November 2
We continued evaluating plot diagrams in our groups.
NO HOMEWORK
Tuesday, November 1
In your notebook, complete the following for each of the four plot diagrams. You do not need to copy the words that are in blue.
name(s)_
The Outsiders Plot Diagram #
Comment on the effectiveness of the plot diagram.
Refer to the specific items in the list we created and
use phrases like these:
The plot diagram is effective because _.
The plot diagram is effective when _ because _
The _ makes the plot diagram particularly effective because .
The most effective part of the plot diagram is _ because _.
What improvements would you recommend for the
creators of this plot diagram? Use the phrase Next time,
try in order to _.
For full credit, write at least 6 statements for each plot diagram.
NO HOMEWORK.
---
Homework for Friday is to read or review Chapter 12. You do NOT have to answer questions for this chapter. However, I am including some guiding questions here to help you focus on key points in the Chapter. You will have a short quiz over Chapter 12 in class on Friday..
1. What 'circumstances' do Ponyboy's teacher refer to? What circumstances does Ponyboy think his teacher is referring to?
2. Why doesn't Ponyboy feel scared when the socs approach him and he threatens them with a broken bottle? How is this a dramatic change from the Ponyboy we have seen up until this point?
3. What does Darry mean when he says, "you don't just stop living because you lose someone"?
4. How do we know Sandy didn't love Soda as much as he loved her?
5. Explain how Darry and Ponyboy play tug of war with Soda.
6. What do we learn was so special about Johnny?
7. What does Ponyboy end up doing for his English assignment?
Homework for Thursday is to read or review Chapter 11. You do NOT have to answer questions for this chapter.
Tuesday, October 25
Today we wrote questions about Chapter 9, divided into categories of Comprehension Questions and Deeper Thinking questions. Students worked together to answer each other's questions.
We got the plot terms quizzes back and learned the policy that if you have a question about your grade, you need to either email me or see me after school, before school, at lunch or at snack.
We then watched the movie version of Chapters 5 and 6 with our rising action charts.
Homework for Wednesday is to read or review Chapter 10. You do NOT have to answer questions for this chapter. However, I am including some guiding questions here to help you focus on key points in the Chapter.
1. Dally runs out “like the devil was after him” when he finds out Johnny is dead. According to Pony, why is Dally having so much trouble handling Johnny‘s death?
2. When Dally phones, what is his message?
3. According to Ponyboy, Johnny died gallant. What does he mean? What is different about the death of Dally?
4. Why do you think Ponyboy becomes so sick? What are his symptoms?
5. The narrator writes, “And the ground rushed up to meet me very suddenly.” What really happened?
6. Why is Ponyboy worried about whether or not he asked for Darry while he was in the hospital?
Friday, October 21
Due in class on Tuesday: Questions for Chapters 5-9. Send me the work in an email (or more than one email) with the subject line 7 NAME chapter _ questions.
Here are the Chapter 9 questions:
1. On the bottom of p.113 in the pdf, when Pony asks what kind of a world it is, what comment is he making about how society judges people?
2. Why do the boys fight? Why is Pony different?
3. What is the difference between Tim Sheppard's gang and Ponyboy's? Explain how Pony feels this difference might give his group the upper hand?
4. What do you think Johnny's last words to Pony mean?
The questions for chapters 5-8 are below.
Challenge Reading Group: Write a comparison between the first chapter of The Outsiders and the first chapter of Roll of Thunder, Hear my Cry. What are the similarities and differences that you see? They can any type of comparisons. I am not looking for specific "right" answers: I just want to see what you notice. Email it to me with the subject 7 NAME Challenge Chapters 1
Thursday, October 20
quiz over plot terms.
If you finish the quiz, you may work on the Chapter 5-7 questions below OR these questions from Chapter 8
1. How does what the doctor first says, on page 101 in the pdf, foreshadow Johnny's condition?
2. "We needed Johnny as much as he needed the gang. And for the same reason" (p.103 in the pdf). What do you think Pony means, and what is the reason?
3. What does Pony mean on p. 104 in the pdf when he says, "we could get along without anyone but Johnny"?
4. If Darry didn't have Soda and Pony, why would he be a soc?
5. What does Cherry mean when she says Bob "wasn't just anyone" on p.110 of the pdf?
6. How did Johnny feel about dying?
7. What did Johnny want the boys to get for him in the hospital? Why were these things important?
8. How close to the truth was Johnny when he said he didn’t want to see his mother?
9. What was the significance of Ponyboy asking Cherry, “can you see the sunset real good from the West Side”?
10. Who comes to visit Johnny besides Ponyboy and Two-Bit?
11. What does Two-Bit give to Dally?
12. Why does Cherry say she can’t visit Johnny?
Challenge Reading Group:
If you are done with the above, please write a comparison between the first chapter of The Outsiders and the first chapter of Roll of Thunder, Hear my Cry. What are the similarities and differences that you see? They can any type of comparisons. I am not looking for specific "right" answers: I just want to see what you notice.
Wednesday, October 19
Review for quiz.
Friday, October 14
Ms. Daniela and Ms. Marianela will be with you today.
First, please copy the notes from this image onto your Plot Curve handout for "Phone Call"
Next, please read or review Chapters 5-7. Answer the following questions in a Google doc titled 7 NAME Outsiders Chapters 5-7. Copy and paste the questions into the doc, then respond underneath each one. Use MLA format with signal phrases when the questions ask you to provide evidence from the text. If the internet is bad, you may do the work in your notebook. In this case, you do not need to copy the questions.
CHAPTER 5:
1. Why does Pony have a problem with Johnny‟s idea to disguise themselves? Use at least one
piece of specific evidence from the text to support your answer.
2. What does Pony mean when he says, “I was supposed to be the deep one”?
3. Why does Johnny think Dally is a gallant hero? Use at least one piece of specific evidence from
the text to support your answer.
4. Do you think Dally is a hero based on what he did? Why or why not?
6. Why are the Socs and the Greasers going to fight in the vacant lot? Use at least one piece of
specific evidence from the text to support your answer.
7. Who is the spy for the greasers? Does this surprise you? Why or why not?
8. Why does Ponyboy prefer books and sunsets to “real life”? Use at least one specific piece of evidence from
the text to support your answer.
CHAPTER 6:
1. Why do you think Cherry chose to associate with – and later help – Johnny and Ponyboy?
2. Why do you think Johnny decided they should turn themselves in?
3. Why wouldn’t Dally go into the church for the kids, but he did go in for Johnny?
4. At the hospital, what does Ponyboy realizes about Darry?
CHAPTER 7:
1. How were the boys injured? Why could they be considered heroes?
2. What additional problems did the brothers face after Ponyboy’s return?
3. What did Randy say kids want from parents? Do you agree or would you add some other
points?
4. Why are Ponyboy and Johnny scared of the police?
5. What do you think it is about Ponyboy that made others confide in him i.e., Cherry, Johnny,
Randy?
6. Why didn’t Randy want to fight in the rumble?
7. What do the doctors say about Dally’s injuries?
8. What do the doctors say about Johnny’s injuries?
9. What one food does Ponyboy, Soda, and Darry all like for breakfast?
10. Why does Darry leave the front door unlocked?
11. What charges were being brought against Johnny?
12. What will the court decide about Ponyboy?
13. Where did Soda’s girlfriend go? Why?
14. Why does Randy say the rumble between the Socs and the Greasers won’t solve
anything?
Thursday, October 13
Today we finished looking at the rising action in "Phone Call." Groups presented and defended their choices of key events and how each one led to the climax.
Wednesday, October 12
Today we focused on how rising action leads to the climax of a story. We completed all parts of the plot curve for "Phone Call" except rising action. Students spend time alone and then in groups identifying the 6-8 key events in the story that lead to the climactic ending.
There will be a quiz over the plot outline terms on Thursday, October 20. Please be studying with your flashcards!
Tuesday, October 11
Homework due Tuesday:
All station work is due. Whatever you haven't finished yet, please complete by class time on Tuesday.
Read The Outsiders through Chapter 4. This means you need to have read Chapters 1, 2, 3 and 4.
If you have read ahead, please review the first 4 chapters. Here are some questions to consider as you review. YOU DO NOT NEED TO WRITE ANSWERS TO THESE QUESTIONS. THEY ARE JUST TO GUIDE YOUR THINKING ABOUT THE CHAPTERS.
Chapter Three review questions
1. What does Cherry explain as the difference between the Socs and the Greasers?
2. Why don't the Socs feel anything and the Greasers feel too violently?
3. What do you see as the real conflict between these two groups?
4. What does Ponyboy mean on p.39 when he says “Johnny and I understood each other without
saying anything?” Have you ever had a relationship with someone who you understood, or who
understood you, without having to say anything? Why is that important?
5. What does Pony discover about the Socs who were in the car?
6. When and how did Pony's parents die?
7. What happens when Pony comes home after his curfew?
8. Why does Johnny like it better when his father is hitting him?
Chapter Four review questions
1. What would your advice be to Johnny and Ponyboy if they came to you for help instead of to
Dally? Explain why.
2. Go back to Chapter 2. In that chapter, how does Hinton foreshadow the Chapter 4 violence? Use
at least one direct quote from Chapter 2 to support your answer.
3. Why is Dally the person the boys go to for help? Explain your answer using at least 2 pieces of
specific evidence from the text. The evidence can come from any chapter.
4. Do you believe there was justice in Bob’s death?
The students on the list below need to submit revised a YTM paragraph by Monday because they have conferenced with me. Students not on the list will conference with me next week and have a different due date.
Nikki
Sean
Mateo
Yartiza
Emma
Julian
Diego
Ashley
Brian
Devin
Kaliah
Lucia
Marcelo
Stephannie
Station 1 (Group A starts here.)
Group conference with Ms. Amy.
Station 2 (Group B starts here.)
Make flashcards for the 17 bolded terms on the Plot Outline document. We will be spending time with this information through the unit. If you finish making the flashcards before the station time is up, you can begin memorizing the terms.
Classic Plot Structure
I. Exposition / Introduction: the opening of the story. The following five terms are usually introduced at the beginning of the story before the action starts.
A. Setting: where and when the story takes place
B. Protagonist: the main character of the story; who the story is about; this character sets the action in motion.
C. Point of View: the angle from which a story is told
D. Tone: the attitude of the speaker or narrator.
E. Mood: the emotional feeling the reader gets from the setting and character description; the atmosphere.
II. Rising Action: the series of events, conflicts or crises in the story that lead to the climax.
A. Antagonist: the character(s) or force(s) that oppose(s) the protagonist.
B. Conflict: when the protagonist or other character meets an opposing force.
Usually there is one of these main types of conflict in a story.
1. Person vs. Person (external conflict)
2. Person vs. Nature (external conflict)
3. Person vs. Circumstance, Fate, Destiny, God (external conflict)
4. Person vs. Society (external conflict)
5. Person vs. Himself or Herself (internal conflict)
III. Climax: The turning point, the most intense moment, either mentally or in action. The climax is not necessarily the most exciting part of the story. It is often the moment right before it becomes clear who will win the conflict or what the outcome will be.
IV. Falling Action: any action that follows the climax.
IV. Denouement / Resolution: denouement is French for “unknotting.” It means the wrapping up and resolving of all the loose details of the plot.
The above terms are the five classic parts of a plot. A story may not have all of the parts.
Here are some other important definitions:
climactic ending—when a story ends at the climax and does not have falling action or denouement.
in medias res (Latin for “in the middle of things”) —when a storybegins in the middle of the action and does not have an exposition.
flashback—when the author interrupts the story to tell about something that happened earlier. When a story begins in media res, flashbacks are used to give the reader the necessary background information that usually would be given in the exposition.
deus ex machina—when an implausible concept or a divine character is introduced into a storyline for the purpose of resolving a problem that seems unsolvable or hopeless. It gives a sudden, random and unbelievable solution just to end the story. The term is Latin for “god out of the machine” and has its origins in ancient Greek theatre in which a crane (machine) was used to lower actors or statues playing a god or gods (deus) onto the stage to set things right, usually near the end of the play. http://literarydevices.net/deus-ex-machina/
foreshadowing— a literary device in which a writer gives an advance hint of what is to come later in the story. It often appears at the beginning of a story or a chapter and helps the reader develop expectations about the coming events in a story http://literarydevices.net/foreshadowing/
Station 3 (Group C starts here.)
Respond to the following prompt in an email to me with the subject line 7 NAME Outsiders Ponyboy: What kind of person is Ponyboy? Make a list of at least three adjectives or phrases that you can use to describe him. For each adjective or phrase, provide at least one quote from the book. Use MLA format for the quotes:
“This is a quote from the book” (Hinton 8).
Station 4
Make a Venn diagram comparing yourself to Ponyboy. Share and discuss your Venn diagrams with your group mates. You have 18 minutes for this. Please do not rush and take the time to do thoughtful work.
Station 5 (Group D starts here.)
Answer the following questions in an email to me with the subject line 7 NAME Outsiders friend__:
Station 6 (Group E starts here.)
Watch the movie from minute 2:40 to minute 11:30. Answer these questions in your notebook:
Station 7 (Group F starts here.)
Work on your Character Chart. Completed Chart for Soda, Darry, Steve, Two-Bit, Dally and Johnny is due on Friday. Whatever you don’t finish today is homework. You will not have any more time in class to work on the chart.
Friday, September 30
Ms. Amy Jacobs will be with you today.
Please finish reading Chapter 1.
Complete the character chart for the following characters: Soda, Darry, Steve, Two-Bit, Dally and Johnny. Make sure that you follow the instructions and use the format on the examples.
If you finish before the end of class, you may read ahead.
If you do not finish reading Chapter 1, you need to finish it for homework.
Thursday, September 29
Today we finished the Outsiders Image Museum.
We read and discussed the first half of Chapter 1. We began our character charts on the Google doc:
https://docs.google.com/a/lapazschool.org/document/d/1d8T0MMZS_vNKRgwcaMGH_UcY8A5EK75b_T7pVYGoToc/edit?usp=sharing
Wednesday, September 28
Today we participated in our Outsiders Image Museum. Students learned about and saw images of culturally important elements of 1965 Tulsa, Oklahoma, as background knowledge for The Outsiders.
No homework.
Tuesday, September 27
Ms. Amy is in San Jose today.
Please work with your small group to finish the Outsiders image search project. Here is the link to the Google doc if you didn't receive my email or were absent on Friday.
https://docs.google.com/a/lapazschool.org/document/d/1G36mNaeJYYGXXEBpGm0EQPyLm2xkVNyvAmG7yKkPtUU/edit?usp=sharing
When your group finishes the image search, double check that it is correctly formatted using the example as a model. Remember that it must fit on one page.
Next, review this document:
https://docs.google.com/a/lapazschool.org/document/d/1xBljFM2lm24matmkRO-OGpxWxMFaaUIQghML96U2PNk/edit?usp=sharing
The instructions are on this document. Please read them carefully.
If you finish both assignments, you can begin reading the book independently.
Friday, September 23
We revisited the Anticipation Guide for The Outsiders that we completed earlier this year. Spark: Choose one of the statements from the Anticipation guide. Write me an email (Subject line: 7 NAME theme) in which you connect the statement to another book you have read, ever in your life.
We had a discussion about what makes a book last and be read over many different time periods, many different
cultures, by people of all ages, races, etc. We revisited the statements on the anticipation guide and talked about how those
themes and ideas are relevant to all human beings. Literature can connect all humans, regardless
of time period, culture, gender, race, geography, etc.
We transitioned into pre-reading for The Outsiders with the image search project assignment. See the Google doc titled
The Outsiders image search assignment
https://docs.google.com/a/lapazschool.org/document/d/1G36mNaeJYYGXXEBpGm0EQPyLm2xkVNyvAmG7yKkPtUU/edit?usp=sharing
Thursday, September 22
Content Objective: Students will be able to use their understanding of the key elements of a well-structured paragraph to write a paragraph about a person who excels at their skill.
Language Objective: Students will read example paragraph, write their own paragraphs and speak with teacher in conferences.
Paragraphs must be submitted via Google Drive by Friday before class (after lunch).
Wednesday, September 21
Spark: What does the word SIGNAL mean to you?
We learned about signal phrases and how to incorporate them into a paragraph.
Students revised their paragraphs, adding appropriate signal phrases to introduce each piece of evidence. All paragraphs--the assignment and the challenge if applicable-- are due on Friday.
Tuesday, September 20
Students used the paragraph rubric to evaluate a paragraph from last year.
They continued to work on their own paragraphs.
Those who were ready moved on to the Challenge assignment, which is to write a paragraph about the impact on the world of the person from the first paragraph.
Friday, September 16
Students began work on their own paragraphs about someone who excels in their chosen skill.
Thursday, September 15 NO SCHOOL
Wednesday, September 14
Content Objective: Students will be able to use their understanding of the key elements of a well-structured paragraph to construct a paragraph with their peers out of chopped up paragraphs. Students will be able to identify the important elements of strong evidence.
Language Objective: Students will read sentences, speak with their classmates to create full paragraphs and write annotations of these elements, concluding sentences for the paragraphs and analyses of the effectiveness of the paragraphs.
Students rejoined their groups from yesterday. They revisited their paragraphs and determined how effective the paragraph was in convincing the reader of the main point.
Each group then presented their work and ideas to the class.
We determined that to be effective, evidence must be
-specific
-relevant
-from a reliable source
-from a variety of sources
-unbiased
-based on fact
Homework: Please revisit the following homework assignment (pasted below and originally assigned on Thursday, Sept. 8). If you didn't do it, please make sure it is done by Friday. If you did it, but used Wikipedia, eHow, ask.com, or other similar sites as your sources, please redo the assignment. Otherwise, you do not have homework.
Chose which of the two research questions you would like to answer.
How has my chosen skill been used to build peace?
Who is someone who excels at this skill?
Use a Google search to find two sources that can help you answer this question. Please send me an email with the subject line 7 NAME first research question. Include which question you want to answer and the links to the two sources you found through the Google search.
Tuesday, September 13
Content Objective: Students will be able to use their understanding of the key elements of a well-structured paragraph to construct a paragraph with their peers out of chopped up paragraphs. Students will be able to identify the important elements of strong evidence.
Language Objective: Students will read sentences, speak with their classmates to create full paragraphs and write annotations of these elements, concluding sentences for the paragraphs and analyses of the effectiveness of the paragraphs.
We annotated a paragraph from last year's 7th grade for: topic sentence, evidence, reasoning and concluding/connecting sentence.
Each student then received a slip of paper with a sentence on it. They mingled with each other to find the other students who have sentences from the same paragraph. Students grouped themselves by paragraph, taped their paragraphs on a sheet of paper to create a paragraph, annotated them as we did on the example, and wrote a concluding/connecting sentence.
Friday, September 9
Content Objective: Students will be able to list the key elements of a well-structured paragraph.
Language Objective: Students will read example paragraphs, speak with their classmates to determine key elements of paragraphs and write lists of these elements.
Today we discussed and looked at examples of what a writer SAYS versus what a writer DOES.
The students analyzed example paragraphs to determine what are crucial elements of a paragraphs by making lists for each paragraph and comparing them.
Homework due Tuesday: What are 3 things that all four students did as writers in their paragraphs? In other words, what do all of the paragraphs have in common? You can find the paragraphs in the Google doc called 7 example paragraphs that I have shared with you. Send me an email with your answer. It can be in list form. The email subject should be 7 NAME 4 things. Email me with any questions.
Thursday, September 8
Content Objective: Students will gain a understanding of the basic functions of the EBSCO database. Students will be able to use EBSCO to search for articles that will help them answer their research questions.
Students accessed their new EBSCO accounts. We looked at a variety of search options and other features we will use during our research process.
We will focus on two research questions:
How has my chosen skill been used to build peace?
Who is someone who excels at this skill?
Students used the EBSCO search engine to find scholarly articles that would help them answer one or both of these questions. Their goal was to save four articles in their personal EBSCO folder.
Homework due Monday: Chose which of the two research questions you would like to answer. Use a Google search to find two sources that can help you answer this question. Please send me an email with the subject line 7 NAME first research question. Include which question you want to answer and the links to the two sources you found through the Google search.
Wednesday, September 7
The internet wasn't working well enough for us to continue with our EBSCO lesson as planned, so we switched gears. We revisited the current school theme of Peace Ambassadors. In small groups we discussed how our chosen skills can be used to bring peace--to others, to a community, to ourselves, to the world...
The students then completed a diagnostic paragraph in which they wrote about how their skill can bring peace, using all they already know about how to write a correct paragraph.
We also reviewed MLA format for our written work.
No homework for Thursday.
Tuesday, September 6
Content Objective: Students will demonstrate mastery of how to use key words in a conversation. Students will gain a understanding of the basic functions of the EBSCO database.
Language Objective: Students will speak with peers and write a dialogue. Students will read the EBSCO website.
Spark: With 1-2 peers, write a short conversation in which you correctly use the words general, specific, hypothetical, anticipate and anticipation.
We accessed EBSCO and created our own accounts. We saved our passwords in an email, either in Drafts or sent to self or parents.
The only homework is to complete the steps to create an account if you were unable to finish in class.
Friday, September 2
Content Objective: Students will be able to anticipate themes from our upcoming book and consider how they relate to our lives.
Language Objective: Students will read the anticipation guide, write responses and speak with classmates.
We completed the chart on the topic of the Google doc titled. 7 NAME The Outsiders Anticipation Guide
Students stood and shared their response and supporting evidence with the class. With one exception, all of the evidence was general or hypothetical rather than specific. So, we revisited the ideas of general and specific and the students were challenged to think of a specific example to support their position on each one of the statements from the Anticipation Guide.
Students emailed me a specific example.
We do not have class on Mondays.
Here is your homework for Tuesday:
1) Respond to the three questions on the bottom of the Anticipation Guide. If there is a word that you do not know, please look it up. Feel free to email me with questions or come see me on Monday. You should have already shared the document with me, so all you need to do is complete the work and I will be able to see it.
2) Send me an email in which you identify your idea for the You-Teach-Me project. Identify both the general topic and the specific skill you are thinking about. You will be allowed to change later if you want to.
Have a great weekend!
Thursday, September 1
Content Objective: Students will be able to understand and explain the difference between a general topic and a specific skill.
Language Objective: Students will read information online, write lists of specific skills, and speak with their group members.
We learned how we use and format Google docs in English class.
We used the Google doc titled 7 NAME general and specific skills
and the groups researched these general topics to identify specific skills required.
graffiti art
judo
bee keeping
butter sculpting
plant grafting
bicycle ballet
trapeze flying
Wednesday, August 31
Spark: In your journal, write about a skill you have. You can write about how you learned the skill, who taught you, how often you do it, why you like it, a time that you excelled at the skill, or anything else you would like to tell me about your skill.
We whipped around the room and shared a key word related to our skill. Many students challenged themselves to repeat all of their classmate's key words. Most succeeded!!! I was amazed!!!
We practiced 2 key classroom routines: the crazy dance and the balloon.
We learned about our new year-long research project called the You-Teach-Me Project. Details about this project can be found on our Google doc titled 7 You Teach Me project Here is the link:
https://docs.google.com/document/d/18RDZGpw2qliTukCU7Lf33dk9m1lskjOitI_mRTodNi8/edit
We watched a video of last year's 8th grade's final products of this project.
Tuesday, August 30
Welcome to 7th grade English!!!
It was wonderful to meet together for the first time today.
Spark: Turn and talk with a classmate or two to discuss the meanings of the word small.
We discussed the concept of multiple meanings and how words with multiple meanings are
especially prevalent in the English language. We looked at the multiple meanings of the word
"small," then the students scanned the walls looking for the word somewhere in the room. They
found the quote "anything or anyone that does not bring you alive is too small for you," which comes
from the poem "Sweet Darkness" by David Whyte. We discussed which meaning of "small" was
being used. We also discussed the multiple meanings of the word "alive." The students noted that
the words we brainstormed around "alive" were very similar to the words we brainstormed
yesterday for the ways we need to feel to be our best student selves. I talked about how knowing
one's worth as a human being is an important base for being the best possible student. My goals for
the students are for them to become stronger readers, writers, thinkers, dreamers and planners, but
also--and most importantly--to know their value and worth as human beings and to understand the
importance of not allowing anyone or anything to make them doubt their value and worth. To that
end, in English class, in order to bring the group back together, we will use the David Whyte quote
as our call-and-response. When it is time to come together as a whole group, I will say "anything or
anyone that does not bring you alive" and the students will finish "is too small for you" and be ready
to listen to the next instruction. We practiced this a few times and it worked well.
We then did this activity:
1. These were the instructions at the beginning of class:
On the walls, I have posted quotes from some of the books we will read this year.
1. Spend some time walking around the room, reading the quotes.
2. Choose one quote. You can choose it for any reason (for example, you like the way it sounds, you
understand it, you don’t understand it, it reminds you of something else, you disagree with it, it expresses
something you believe, etc.).
3. Take a sticky note from one of the stacks.
4. Copy the quote onto the sticky note.
5. Put the sticky note onto the second page of a composition notebook. If you do not have a composition
notebook yet, use a piece of paper. If you do not have paper yet, take a piece from the top of the filing cabinet.
6. Write the date above the sticky note. (September 1, 2015)
7. Spend about ten minutes writing (in English!) a response to this quote.
Some ideas but not requirements are:
a. Explain why you chose it
b. Explain why you like it and/or don’t like it
c. Ask questions it brings to your mind
d. Make connections between this quote and your life, another text, the world
e. Write your own poem in which you use this quote as a line or as the title.
f. Predict what topics, themes or ideas will come up in the book the quote is from.
You are welcome to include pictures in your response but your response cannot be only pictures.
We discussed classroom routines.
-bathroom policy (Get up silently, go to the door, make eye contact with me, touch the bathroom
pass. I might nod or I might signal you to wait a minute. You can always go to the bathroom when
you need to, but getting permission to go to the bathroom should not disrupt the flow of the class for
the other students.)
-Spark! (Under the sign SPARK on the board, there will be a task for you to do each day as soon as
you come into the room.)
-Poem of the Week (We end each class by reading the poem of the week. On Monday I will read it;
a student will read it the other days of the week.)
I provided the following guidelines for submitting work
to teachers via email:
The subject line should start with their grade number, followed by their name, then the assignment title.
The email should have a greeting, information about the assignment and a closing.
They should write in complete sentences.
example:
subject: 7 Thomas literary analysis rough draft
Dear Ms. Amy,
I am attaching my literary analysis rough draft.
Sincerely,
Thomas
Work that is not submitted according to this format will not be accepted.